O presente trabalho tem como objetivo analisar a efetividade da pedagogia da sustentabilidade utilizada como guia na criação, implantação e desenvolvimento do Projeto Educação para a Sustentabilidade (EpS), a qual foi avaliada por meio da análise dos principais produtos gerados no espaço escolar, e dos efeitos e dos impactos sobre os estudantes participantes, professores tutores e gestão escolar. O EpS (2010 a 2016) foi de um projeto extracurricular optativo desenvolvido no contraturno e destinado a alunos dos 1os e 2os anos do Ensino Médio de uma escola privada tradicional da cidade de São Paulo. O objetivo principal do Projeto EpS foi o de colocar estudantes como protagonistas da criação e execução de intervenções no espaço escolar, a fim de torná-la mais sustentável. Neste processo, optou-se pelo uso de metodologias ativas de aprendizagem, dos preceitos da aprendizagem social, norteados pelas premissas da Educação Ambiental Crítica. As principais intervenções realizadas pelos estudantes no espaço escolar foram avaliadas criticamente com relação aos produtos gerados, bem como efeitos e impactos desse processo sobre os estudantes participantes no tocante aos parâmetros conhecimentos, atitudes, comportamentos declarados, valores e habilidades. Nesta análise, utilizou-se questionários pré e pós-testagem explorados por análise qualitativa de conteúdo e, posteriormente, quantificados e apresentados por meio de estatística descritiva. Os efeitos sobre o grupo de estudantes participantes (grupo experimental) foram comparados com grupo de estudantes não-participantes (grupo controle). O grupo experimental apresentou marcadas mudanças em todos os parâmetros (conhecimentos, atitudes e comportamentos declarados) considerando os pré e pós-testes. O grupo controle não apresentou mudanças tão significativas, indicando e reforçando a influência da participação no Projeto EpS. A análise das habilidades e valores declarados pelo grupo experimental apontam para a valorização da importância da análise complexa dos desafios socioambientais, do trabalho em equipe, da comunicação entre os pares, da criação de redes de cooperação, do respeito e da empatia, entre outros. A análise de impacto foi realizada com ex-participantes 4, 5 e 7 anos após a passagem pelo projeto e revelou importante influência nas escolhas acadêmicas, profissionais e do dia a dia. Os professores tutores e gestão escolar foram analisados por questionários e entrevistas, respectivamente. Os efeitos da participação no projeto sobre esses atores são menos significativos que para os estudantes. Conclui-se que os efeitos e impactos sobre o grupo experimental possuem relação direta com as experiências vividas no projeto, o que reforça a efetividade da pedagogia da sustentabilidade. Entre os fatores decisivos para o sucesso das transformações no espaço e nas pessoas estão a construção de uma rede de parcerias internas e externas, bem como a permanência do projeto por sete anos na escola, fato raro na maior parte das instituições de ensino que se dedicam a práticas relacionadas à Educação Ambiental ou Educação para o Desenvolvimento Sustentável. / This thesis aims to analyze the effectiveness of the \"pedagogy of sustainability\" used as a guide in the creation, implementation and development of the Education for Sustainability Project (EpS), which was evaluated considering the main products created in the school space, and the effects and impacts over the participating students, teachers and school management. The EpS (2010 to 2016) was an optional extracurricular activity for high school students (1st and 2nd grades) developed at the counter-shift of a traditional private school of the city of São Paulo. The main goal of the EpS project was to place students as protagonists of the creation and execution of interventions in the school, in order to make it more sustainable. In this process, active learning techniques and the precepts of social learning were used, guided by critical environmental education premises. The main interventions carried out by the students were critically analyzed regarding the products generated as well as the effects and impacts related on the participating students considering parameters as knowledge, attitudes, declared behaviors, values and abilities. For that, pre and posttest questionnaires were used and explored by qualitative content analysis techniques and subsequently quantified and presented by descriptive statistics. The effects over the participating students (experimental group) were compared to groups of non-participating students (control group). The experimental group presented conspicuous changes in all parameters (knowledge, attitudes and declared behaviors) considering pre and post-tests. The control group, on the other hand, did not present such significant changes, indicating and reinforcing the importance and influence of the participation in the EpS Project. The analysis of declared abilities and values of the experimental group indicate the valorization of the complex analysis of socio-environmental challenges, teamwork, peer communication, networking, respect and empathy, among others. The impact analysis was carried out with ex-participants after 4, 5 and 7 years their participation and showed important influence in the academic, professional and everyday choices. Tutors and school management were analyzed by questionnaires and interviews, respectively. The effects on both stakeholders regarding their participation in the project seem less significant than for the students. It is possible to conclude that the effects and impacts on the experimental group directly reflect the experiences lived in the project, and, therefore, reinforce the effectiveness of the \"pedagogy of sustainability\". Among the decisive factors for the success of the transformations in space and people are the construction of an internal and external partnerships network, as well as the continuity and permanence of the project for seven years in the school, a rare fact in most educational institutions that dedicate themselves to Environmental Education or Education for Development Sustainable related practices.

Esta pesquisa analisa fatores que sustentam o uso das metodologias ativas para o aumento do desempenho dos estudantes para a aprendizagem significativa, levando-se em consideração que o ato de aprender é intransferível, só o indivíduo pode fazê-lo e ninguém pode aprender por outro, mas pode-se incentivar o interesse dos estudantes, explorando novas oportunidades de aprendizagem, bem mais centradas na atividade dos estudantes, utilizando a hibridização, que é a mescla de técnicas e ferramentas que auxiliam e dinamizam o aprendizado com a combinação entre ambientes presenciais e virtuais de ensino - usando a ferramenta dos MOOCs pela concepção da sala de aula invertida. Para avaliar a interferência da metodologia ativa de aprendizagem no desempenho, participaram da análise estudantes universitários, de duas instituições particulares, na área de Ciências Sociais Aplicadas, que após um semestre responderam a dois questionários de escalas validadas estatisticamente: Academic Motivation Scale e Escala Estratégica de Aprendizagem para ambientes on-line. Utilizou-se técnicas de análise multivariada, composta pela análise de componentes principais e análise de agrupamento, para avaliar a presença de grupos de motivação. Para a caracterização dos grupos de motivação obtidos foram calculadas as frequências dos grupos formados e médias das componentes principais, bem como as marcações de significância estatística para o teste-t de diferença de médias e técnicas de modelo de regressão para avaliar as médias finais (notas) dos estudantes de acordo com as covariáveis (estudantes que participaram do curso na plataforma MOOC, turma, grupo de motivação e gênero). Os principais resultados demonstram que a escolha de um método ativo de aprendizagem, utilizando a plataforma MOOC interfere em todos os grupos, no aumento da nota final em comparação aos estudantes que não acessaram a plataforma, portanto, não participaram de todo o processo, sendo esse efeito ainda mais expressivo para o grupo de motivação 1 (motivados pela excelência acadêmica), a IES-1 obteve um desempenho superior a IES-2. O êxito da introdução das metodologias ativas está diretamente relacionado a importância do envolvimento de todos os atores desse processo, com destaque as instituições de ensino e professores, para a formação de um indivíduo capaz de transformar a sua vida, o seu meio e a nossa sociedade. / This research analyzes the factors that support the use of active methods to increase the performance of the students towards meaningful learning, taking into account that the act of learning is not transferable, only the individual can do it and no one can learn on the other, but can stimulate the interest of students, exploring new learning opportunities and more focused on the activity of the students, using the hybridization, which is the mixture of techniques and tools to assist and streamline the learning with the combination of classroom and virtual teaching environments - using MOOCs tools for the design of the inverted classroom. In order to evaluate the interference of active learning methodology over performance, students from two private universities in the area of Applied Social Sciences took part in this research and, after one semester answered two statistically validated scales questionnaires: Academic Motivation Scale and Strategic Learning Scale, suitable for online environments. Multivariate analysis techniques, composed by Principal Component Analysis and Cluster Analysis, have been used to assess the presence of motivation groups. In order to characterize obtained motivation groups, frequencies of formed groups and main components averages were calculated as well as markings of statistical significance for the t-test mean difference and regression techniques to assess students final average (grades) according to the covariates (students who took the course in MOOC platform, classroom, motivation group and gender). Main results show that the choice of an active learning method, using MOOC platform interferes in all groups, in the final score increase comparatively to students who had not accessed the platform, thus not participating in the process; this effect was even more significant on motivation of group 1 (motivated by academic excellence), PU-1 achieved a superior performance comparatively to PU-2. The active methods introduction success is directly related to the importance of the involvement of all actors in the process, especially educational institutions and teachers, for the formation of an individual able to transform his life, his environment and our society .

INTRODUÇÃO: Simulação e discussão de caso são métodos de ensino efetivos com alta satisfação dos alunos. Nossa hipótese foi que o mesmo caso apresentado com ambos métodos traria ganho de conhecimento imediato similar em pós-teste, porém maior retenção de conhecimento em teste de retenção e maior satisfação com método de ensino com uso de simulação. MÉTODOS: Estudo prospectivo, não randomizado e controlado, usando um desenho cruzado para método de ensino, testes com questões de múltipla escolha e uma pesquisa de satisfação. Alunos de medicina do último ano fizeram o pré-teste e foram alocados em dois grupos. Grupo Enfermaria participou em simulação de anafilaxia (SIM-ANA) e discussão de caso de taquicardia supraventricular (DC-TSV). Grupo PS fez o oposto (SIM-TSV e DCANA). Alunos foram testados para cada tema no fim do seu estágio (pós-teste) e 4 a 6 meses após (teste de retenção). RESULTADOS: A maioria dos alunos (108- 66,3%) completaram todos testes. Nota média para anafilaxia do préteste foi 43,6% SIM-ANA e 46,6% DC-ANA; pós-teste 63,5% SIM-ANA e 67,8% CD-ANA e teste de retenção 61,5% SIM-ANA e 65,5% DC-ANA. Nota média do pré-teste para taquicardia supraventricular foi 33,9% SIM-TSV e 31,6% DCTSV; pós-teste 42,5% SIM-TSV e 47,7% DC-TSV e teste de retenção 41,5% SIM-TSV e 39,5% DC-TSV. Houve melhora significante entre pré e pós-testes (p < 0,05) e não houve diferença entre pós-teste e teste de retenção (p > 0,05) para ambos os temas. Não houve diferença estatisticamente significante entre simulação e discussão de caso para qualquer teste (todos com p > 0,05). Pesquisa de satisfação favoreceu simulação comparado com discussão de caso em seis das oito afirmativas pesquisadas (p < 0,001). CONCLUSÃO: Como intervenção única, simulação não apresenta diferença significante em relação a discussão de caso para aquisição e retenção de conhecimento. A maior satisfação dos alunos com método de ensino mostra um benefício mensurável da simulação em comparação com a discussão de caso / INTRODUCTION: Simulation and case-based discussion are effective learning methods with high student satisfaction. Our hypothesis was that the same case presented by both methods would yield similar immediate knowledge gain in post-test, but higher retention of knowledge test and student satisfaction with method in simulation. METHODS: This was a prospective, non-randomized, controlled study using a crossover design for method, multiple choice questionnaires tests and a satisfaction survey. Final year medical students were pre-tested and allocated into two groups. Group Enfermaria participated in anaphylaxis simulation (SIM-ANA) and supraventricular tachycardia case-based discussion (CD-SVT); group PS did the opposite (SIM-TSV and CD-ANA). Students were tested for each theme at the end of their rotation (post-test) and 4-6 months later (retention). RESULTS: Most students (108 - 66.3%) completed all tests. Mean anaphylaxis pre-test score was 43.6% SIM-ANA and 46.6% CDANA; post-test 63.5% SIM-ANA and 67.8% CD-ANA and retention test 61.5% SIM-ANA and 65.5% CD-ANA. Mean supraventricular tachycardia pre-test score was 33.9% SIM-SVT and 31.6% CD-SVT; post-test 42.5% SIM-SVT and 47.7% CD-SVT and retention test 41.5% SIM-SVT and 39.5% CD-SVT. There was significant improvement between pre-tests and post-tests (p < 0.05) and no difference between post-tests and retention tests (p > 0.05) for both themes. No statistically significant differences between simulation and case discussion were found at any tests (all with p > 0.05). Satisfaction survey favored simulation compared with case discussion in six of the eight statements asked (p < 0.001). CONCLUSION: As a single teaching intervention, simulation does not significantly differ from case-based discussion for acquisition and retention of knowledge. Higher student satisfaction shows a measurable benefit of simulation compared to case-based discussion

Este trabalho apresenta uma proposta para o ensino da Estatística e Probabilidade nas séries finais do Ensino Fundamental II. Seu objetivo é mostrar que a metodologia aqui adotada possibilita a aquisição de conceitos estatísticos e probabilísticos, assim como o desenvolvimento de habilidades pessoais e interpessoais. Trata de um projeto fundamentado em Planejamento de Experimentos com respaldo na aprendizagem ativa. Na sequência didática do projeto os alunos realizaram um experimento com aviões de papel no qual tiveram que responder, na prática, a seguinte questão \"Quais alterações podem ser feitas em um modelo de avião de papel para que ele permaneça mais tempo no ar?\". Para atestar a efetividade da sequência didática, foi construído e validado um Teste de Proficiência em Estatística e Probabilidade (TEPEP) com base nos fundamentos da Psicometria. A análise das características do teste foi feita por meio da Teoria Clássica dos Testes e da Teoria de Resposta ao Item. Foram sujeitos da pesquisa 391 alunos de escolas públicas e particulares da região do Vale do Paraíba, Estado de São Paulo. Desse total, 374 auxiliaram na validação do instrumento e os 17 alunos restantes participaram do projeto. Os resultados deste trabalho mostraram que o uso de Planejamento de Experimentos favoreceu a aprendizagem da Estatística e Probabilidade, desenvolvendo também outras competências. Em relação à validação do TEPEP, concluiu-se que os métodos psicométricos empregados têm grande potencial e devem ser mais explorados. Esta pesquisa apresenta, como produtos finais, a metodologia desenvolvida e o teste de proficiência construído, oferecendo ambos a professores e pesquisadores. / This work presents a proposal for teaching of Statistics and Probability, for the last years of Elementary School. Its objective is to show that the methodology adopted here allows the acquisition of statistical and probabilistic concepts, as well as the development of personal and interpersonal skills. It\'s a project with a didactic sequence grounded in Designs of Experiments, supported in active learning. In the didactic sequence of the project the students carried out an experiment with paper airplanes in which they had to answer, in practice, the following question \"What changes can be made to a paper airplane model so that it stays longer in the air?\". To attest the effectiveness of the didactic sequence, it was developed and validated a Proficiency Test in Statistics and Probability (PTSP), this using Psychometry. The analysis of the characteristics of the test was made through the Classical Test Theory and the Item Response Theory. The research subjects were a total of 391 students from public and private schools in the Vale do Paraíba region, State of São Paulo. Of this total, 17 students participated in the project. The other students (374) assisted in the test validation. The results of this research showed that the use of Design of Experiments favored the learning of Statistic and Probability, also to develop others competences. Regarding the validation of PTSP, it could be concluded that the psychometric methods used have potential and they should be more explored. This research acclaims, as final products, the developed methodology and the Proficiency test validated, both offered to teachers and researchers.

Les défis pour voir des robots opérant dans l’environnement de tous les jours des humains et sur unelongue durée soulignent l’importance de leur adaptation aux changements qui peuvent être imprévisiblesau moment de leur construction. Ils doivent être capable de savoir quelles parties échantillonner, et quelstypes de compétences il a intérêt à acquérir. Une manière de collecter des données est de décider par soi-même où explorer. Une autre manière est de se référer à un mentor. Nous appelons ces deux manièresde collecter des données des modes d’échantillonnage. Le premier mode d’échantillonnage correspondà des algorithmes développés dans la littérature pour automatiquement pousser l’agent vers des partiesintéressantes de l’environnement ou vers des types de compétences utiles. De tels algorithmes sont appelésdes algorithmes de curiosité artificielle ou motivation intrinsèque. Le deuxième mode correspond au guidagesocial ou l’imitation, où un partenaire humain indique où explorer et où ne pas explorer.Nous avons construit une architecture algorithmique intrinsèquement motivée pour apprendre commentproduire par ses actions des effets et conséquences variées. Il apprend de manière active et en ligne encollectant des données qu’il choisit en utilisant plusieurs modes d’échantillonnage. Au niveau du metaapprentissage, il apprend de manière active quelle stratégie d’échantillonnage est plus efficace pour améliorersa compétence et généraliser à partir de son expérience à un grand éventail d’effets. Par apprentissage parinteraction, il acquiert de multiples compétences de manière structurée, en découvrant par lui-même lesséquences développementale. / The challenges posed by robots operating in human environments on a daily basis and in the long-termpoint out the importance of adaptivity to changes which can be unforeseen at design time. The robot mustlearn continuously in an open-ended, non-stationary and high dimensional space. It must be able to knowwhich parts to sample and what kind of skills are interesting to learn. One way is to decide what to exploreby oneself. Another way is to refer to a mentor. We name these two ways of collecting data sampling modes.The first sampling mode correspond to algorithms developed in the literature in order to autonomously drivethe robot in interesting parts of the environment or useful kinds of skills. Such algorithms are called artificialcuriosity or intrinsic motivation algorithms. The second sampling mode correspond to social guidance orimitation where the teacher indicates where to explore as well as where not to explore. Starting fromthe study of the relationships between these two concurrent methods, we ended up building an algorithmicarchitecture with a hierarchical learning structure, called Socially Guided Intrinsic Motivation (SGIM).We have built an intrinsically motivated active learner which learns how its actions can produce variedconsequences or outcomes. It actively learns online by sampling data which it chooses by using severalsampling modes. On the meta-level, it actively learns which data collection strategy is most efficient forimproving its competence and generalising from its experience to a wide variety of outcomes. The interactivelearner thus learns multiple tasks in a structured manner, discovering by itself developmental sequences.

INTRODUÇÃO: Simulação e discussão de caso são métodos de ensino efetivos com alta satisfação dos alunos. Nossa hipótese foi que o mesmo caso apresentado com ambos métodos traria ganho de conhecimento imediato similar em pós-teste, porém maior retenção de conhecimento em teste de retenção e maior satisfação com método de ensino com uso de simulação. MÉTODOS: Estudo prospectivo, não randomizado e controlado, usando um desenho cruzado para método de ensino, testes com questões de múltipla escolha e uma pesquisa de satisfação. Alunos de medicina do último ano fizeram o pré-teste e foram alocados em dois grupos. Grupo Enfermaria participou em simulação de anafilaxia (SIM-ANA) e discussão de caso de taquicardia supraventricular (DC-TSV). Grupo PS fez o oposto (SIM-TSV e DCANA). Alunos foram testados para cada tema no fim do seu estágio (pós-teste) e 4 a 6 meses após (teste de retenção). RESULTADOS: A maioria dos alunos (108- 66,3%) completaram todos testes. Nota média para anafilaxia do préteste foi 43,6% SIM-ANA e 46,6% DC-ANA; pós-teste 63,5% SIM-ANA e 67,8% CD-ANA e teste de retenção 61,5% SIM-ANA e 65,5% DC-ANA. Nota média do pré-teste para taquicardia supraventricular foi 33,9% SIM-TSV e 31,6% DCTSV; pós-teste 42,5% SIM-TSV e 47,7% DC-TSV e teste de retenção 41,5% SIM-TSV e 39,5% DC-TSV. Houve melhora significante entre pré e pós-testes (p < 0,05) e não houve diferença entre pós-teste e teste de retenção (p > 0,05) para ambos os temas. Não houve diferença estatisticamente significante entre simulação e discussão de caso para qualquer teste (todos com p > 0,05). Pesquisa de satisfação favoreceu simulação comparado com discussão de caso em seis das oito afirmativas pesquisadas (p < 0,001). CONCLUSÃO: Como intervenção única, simulação não apresenta diferença significante em relação a discussão de caso para aquisição e retenção de conhecimento. A maior satisfação dos alunos com método de ensino mostra um benefício mensurável da simulação em comparação com a discussão de caso / INTRODUCTION: Simulation and case-based discussion are effective learning methods with high student satisfaction. Our hypothesis was that the same case presented by both methods would yield similar immediate knowledge gain in post-test, but higher retention of knowledge test and student satisfaction with method in simulation. METHODS: This was a prospective, non-randomized, controlled study using a crossover design for method, multiple choice questionnaires tests and a satisfaction survey. Final year medical students were pre-tested and allocated into two groups. Group Enfermaria participated in anaphylaxis simulation (SIM-ANA) and supraventricular tachycardia case-based discussion (CD-SVT); group PS did the opposite (SIM-TSV and CD-ANA). Students were tested for each theme at the end of their rotation (post-test) and 4-6 months later (retention). RESULTS: Most students (108 - 66.3%) completed all tests. Mean anaphylaxis pre-test score was 43.6% SIM-ANA and 46.6% CDANA; post-test 63.5% SIM-ANA and 67.8% CD-ANA and retention test 61.5% SIM-ANA and 65.5% CD-ANA. Mean supraventricular tachycardia pre-test score was 33.9% SIM-SVT and 31.6% CD-SVT; post-test 42.5% SIM-SVT and 47.7% CD-SVT and retention test 41.5% SIM-SVT and 39.5% CD-SVT. There was significant improvement between pre-tests and post-tests (p < 0.05) and no difference between post-tests and retention tests (p > 0.05) for both themes. No statistically significant differences between simulation and case discussion were found at any tests (all with p > 0.05). Satisfaction survey favored simulation compared with case discussion in six of the eight statements asked (p < 0.001). CONCLUSION: As a single teaching intervention, simulation does not significantly differ from case-based discussion for acquisition and retention of knowledge. Higher student satisfaction shows a measurable benefit of simulation compared to case-based discussion

Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.

Cette thèse s'intéresse à un problème logique dont les enjeux théoriques et pratiques sont multiples. De manière simple, il peut être présenté ainsi : imaginez que vous êtes dans un labyrinthe, dont vous connaissez toutes les routes menant à chacune des portes de sortie. Derrière l'une de ces portes se trouve un trésor, mais vous n'avez le droit d'ouvrir qu'une seule porte. Un vieil homme habitant le labyrinthe connaît la bonne sortie et se propose alors de vous aider à l'identifier. Pour cela, il vous indiquera la direction à prendre à chaque intersection. Malheureusement, cet homme ne parle pas votre langue, et les mots qu'il utilise pour dire ``droite'' ou ``gauche'' vous sont inconnus. Est-il possible de trouver le trésor et de comprendre l'association entre les mots du vieil homme et leurs significations ? Ce problème, bien qu'en apparence abstrait, est relié à des problématiques concrètes dans le domaine de l'interaction homme-machine. Remplaçons le vieil homme par un utilisateur souhaitant guider un robot vers une sortie spécifique du labyrinthe. Ce robot ne sait pas en avance quelle est la bonne sortie mais il sait où se trouvent chacune des portes et comment s'y rendre. Imaginons maintenant que ce robot ne comprenne pas a priori le langage de l'humain; en effet, il est très difficile de construire un robot à même de comprendre parfaitement chaque langue, accent et préférence de chacun. Il faudra alors que le robot apprenne l'association entre les mots de l'utilisateur et leur sens, tout en réalisant la tâche que l'humain lui indique (i.e.trouver la bonne porte). Une autre façon de décrire ce problème est de parler d'auto-calibration. En effet, le résoudre reviendrait à créer des interfaces ne nécessitant pas de phase de calibration car la machine pourrait s'adapter,automatiquement et pendant l'interaction, à différentes personnes qui ne parlent pas la même langue ou qui n'utilisent pas les mêmes mots pour dire la même chose. Cela veut aussi dire qu'il serait facile de considérer d’autres modalités d'interaction (par exemple des gestes, des expressions faciales ou des ondes cérébrales). Dans cette thèse, nous présentons une solution à ce problème. Nous appliquons nos algorithmes à deux exemples typiques de l'interaction homme robot et de l'interaction cerveau machine: une tâche d'organisation d'une série d'objets selon les préférences de l'utilisateur qui guide le robot par la voix, et une tâche de déplacement sur une grille guidé par les signaux cérébraux de l'utilisateur. Ces dernières expériences ont été faites avec des utilisateurs réels. Nos résultats démontrent expérimentalement que notre approche est fonctionnelle et permet une utilisation pratique d’une interface sans calibration préalable. / This thesis investigates how a machine can be taught a new task from unlabeled humaninstructions, which is without knowing beforehand how to associate the human communicative signals withtheir meanings. The theoretical and empirical work presented in this thesis provides means to createcalibration free interactive systems, which allow humans to interact with machines, from scratch, using theirown preferred teaching signals. It therefore removes the need for an expert to tune the system for eachspecific user, which constitutes an important step towards flexible personalized teaching interfaces, a key forthe future of personal robotics.Our approach assumes the robot has access to a limited set of task hypotheses, which include the task theuser wants to solve. Our method consists of generating interpretation hypotheses of the teaching signalswith respect to each hypothetic task. By building a set of hypothetic interpretation, i.e. a set of signallabelpairs for each task, the task the user wants to solve is the one that explains better the history of interaction.We consider different scenarios, including a pick and place robotics experiment with speech as the modalityof interaction, and a navigation task in a brain computer interaction scenario. In these scenarios, a teacherinstructs a robot to perform a new task using initially unclassified signals, whose associated meaning can bea feedback (correct/incorrect) or a guidance (go left, right, up, ...). Our results show that a) it is possible tolearn the meaning of unlabeled and noisy teaching signals, as well as a new task at the same time, and b) itis possible to reuse the acquired knowledge about the teaching signals for learning new tasks faster. Wefurther introduce a planning strategy that exploits uncertainty from the task and the signals' meanings toallow more efficient learning sessions. We present a study where several real human subjects controlsuccessfully a virtual device using their brain and without relying on a calibration phase. Our system identifies, from scratch, the target intended by the user as well as the decoder of brain signals.Based on this work, but from another perspective, we introduce a new experimental setup to study howhumans behave in asymmetric collaborative tasks. In this setup, two humans have to collaborate to solve atask but the channels of communication they can use are constrained and force them to invent and agree ona shared interaction protocol in order to solve the task. These constraints allow analyzing how acommunication protocol is progressively established through the interplay and history of individual actions.

University of Macau / Faculty of Education

This study investigated the effects of grade level and gender on elementary school students&rsquo / motivation towards science learning. This study was carried out during 2007-2008 fall semester at 12 public elementary schools in Yenimahalle districts of Ankara. A total of 2231 students (1121 boys, 1093 girls, 17 did not report their gender) participated in the study. In terms of grade level, 1164 were enrolled in 6th grade level and 1055 in 8th grade (12 did not report their grade level). Data were collected through Students&rsquo / Motivation Towards Science Learning Questionnaire (SMTSL). Two-way Multivariate Analysis of Variance (MANOVA) was conducted in order to identify the effects of grade level and gender on six dimensions of motivation (i.e. self efficacy, active learning strategies, learning environment stimulation, science learning value, achievement goal and performance goal) towards science learning. Two-way MANOVA results showed that grade level and gender had a significant effect on the collective dependent variables. Follow-up univariate analysis indicated that there was a significant difference between 6th and 8th grade students&rsquo / motivation towards science learning regarding mean scores on each motivational variable. In addition, mean scores on each motivational variable, except leaning environment stimulation, were significantly different for boys and girls, in favors of girls. Result demonstrated that students&rsquo / motivation towards science learning declined as the grade level increased and girls had a higher motivation towards science learning than boys.