Prior research about wayfinding has found that females tend to employ a single strategy based on landmarks, where males are more versatile, using a dual strategy of landmarks and global orientation information such as cardinal directions (Lawton, 2010). It was proposed that this difference occurs due to males’ better sense of direction, which would deliver more trustworthy indications of current heading. Since males’ versatility has often been linked with better navigation performance (for example Sandstrom, Kaufman, & Huettel, 1998; Saucier et al., 2002) this study sought to contribute to the growing body of literature on methods of training to increase sense of direction (such as Hund and Minarik, 2006; Hund & Nazarczuk, 2009). An experimental procedure was used to investigate the possibility that the provision of reliable cardinal direction heading updates to participants would lead to a dual strategy for orientation in those that usually use a single strategy based on landmarks. This was done in an urban navigation context, with the main dependent variable being level of recall for route structure. Using the Santa Barbara Sense of Direction Scale, the study revealed that males had a higher self-reported sense of direction than females. / Additionally, no sex differences in performance were found on the route structure recall tasks. Rather than being due to females’ use of a dual wayfinding strategy, however, this was interpreted as an artefact of the use of a video in the procedure, which involved watching someone else navigating along a route. This is supported by another finding, that conditions containing cardinal directions or landmark spatial references did not produce higher route structure recall than the control condition. Since the procedure did not require participants to navigate through a real, or virtual, environment, it may not have been perceived as a disorientation threat. Due to this, they may not have employed wayfinding strategies, accounting for the poor influence of the spatial reference conditions and the lack of sex difference. The study is therefore viewed as an ideal candidate for replication by future investigators, who may wish to compare performance using a task where participants are required to deploy wayfinding strategies.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-06-05T12:41:15Z No. of bitstreams: 2 Dulcinéia .pdf: 3586390 bytes, checksum: 29d58aec68d358ecd143c02c6aeb2652 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-05T12:41:16Z (GMT). No. of bitstreams: 2 Dulcinéia .pdf: 3586390 bytes, checksum: 29d58aec68d358ecd143c02c6aeb2652 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-26 / This master thesis about “The teaching of topological relationship with children from the first years of Elementary School I" focuses on the difficulties that the child presents in the learning process, mainly, in the formation of concepts that involve the laterality, the cardinal directions and the other guiding principles. It is justified by the fact that many children present difficulties to understand the topological relationship and to relate the laterality directions to the cardinals (right / East, left / West, front / North and back / South). Also by the difficulty to teaching Geography in the children education and, consequently, by the lack of importance given to the geographic contents. The text approach the Theory of Activity proposed by Leontiev, because it supports the foundations of the relationship between those who teach and those who learn. It explains the process of construction concepts and the apprehension of certain activities realized in the school context. Another basis is in Vygotsky because he proposes the emphasis on action and learning as a process that occurs from outside to into and is full of historicity. Also by the context that those who teaches is the mediator of the process. Another theorist is Lúria that defends the activities in the concrete context, to enable to pass to the abstract categories. This research of a methodological nature, a case study, is based on Yin (2001). The data collection was based on interviews with 114 children between five (5) and six (6) years; five (5) teachers; one (1) coordinator. It was realized in four (4) municipal schools from Itapejara D’Oeste/PR. The interviews were conducted individually and 39 activities were done, four (4) individual and thirty five (35) in the collective. It enabled a space for discoveries of teaching methodologies that, through them, teachers can teach important geographical concepts. It identifies the importance of considering the individuality of the child to investigate the difficulties presented by this child. The didactic sequences give the children the opportunity to participate in the construction of knowledge, show the importance of pedagogical work related to the geographical concepts of: laterality, cardinal directions, also, to work the cartographic representations. If the child presents difficulty during the formation of these concepts is because the process is still in progress. The child needs to have the knowledge associated with something that is part of his daily life, mainly in terms of cardinal directions and spatial references. When the child does not understand the relationship between the concepts North / Front, South / Back, East / Right and West / Left, it is difficult for the child to orient or locate himself in space and even understand what these concepts are for. / Esta dissertação sobre “O ensino das relações topológicas com crianças dos anos iniciais do Ensino Fundamental I” enfoca as dificuldades que a criança apresenta no processo de aprendizagem, principalmente, na formação de conceitos que envolvem a lateralidade, as direções cardeais e os demais princípios norteadores. Se justifica pelo fato de muitas crianças apresentarem dificuldades para compreender as relações topológicas e de relacionar as direções de lateralidade com as cardeais (direita/Leste, esquerda/Oeste, frente/Norte e atrás/Sul). Também pela dificuldade de ensinar Geografia na educação infantil e, consequentemente, pela falta de importância dada aos conteúdos geográficos. O texto aborda a Teoria da Atividade proposta por Leontiev, porque sustenta os alicerces da relação entre quem ensina e quem aprende. Explicita o processo de construção de conceitos e a compreensão de determinadas atividades realizadas no ambiente escolar. Outra base é em Vygotsky porque propõe a ênfase na ação e na aprendizagem, como processo que ocorre de fora para dentro e está repleto de historicidade. Também pelo contexto de que quem ensina é o mediador do processo. Outro teórico é Lúria que defende as atividades no contexto concreto, para possibilitar passar às categorias abstratas. Esta pesquisa de cunho metodológico estudo de caso, está baseada em Yin (2001). A coleta dos dados teve por base entrevistas com 114 crianças entre cinco (5) e seis (6) anos; cinco (5) professores; uma (1) coordenadora. Foi realizada em quatro (4) escolas municipais de Itapejara D’Oeste/PR. As entrevistas foram realizadas individualmente e foram trabalhadas 39 atividades, quatro (4) individuais e trinta e cinco (35) no coletivo. Possibilitou um espaço, para descobertas de metodologias de ensino que, por elas, os professores podem ensinar conceitos geográficos importantes. Identifica a importância de considerar a individualidade da criança para investigar as dificuldades apresentadas por ela. As sequências didáticas proporcionam às crianças a oportunidade de participarem da construção do conhecimento, mostram a importância do trabalho pedagógico relacionado aos conceitos geográficos de: lateralidade; direções cardeais, também, para trabalhar as representações cartográficas. Se a criança apresentar dificuldade durante a formação desses conceitos é porque o processo ainda está em curso. A criança precisa ter o conhecimento associado a algo que faça parte do seu cotidiano, principalmente, no que se refere às direções cardeais e referências espaciais. Quando a criança não compreendem a relação entre os conceitos Norte/frente, Sul/atrás, Leste/direita e Oeste/ esquerda, fica difícil para ela se orientar ou se localizar no espaço e mesmo de entender para que servem esses conceitos.

Ce mémoire porte sur l’étude de l’orientation des sépultures mayas de la Période Classique (250 - 900/1000 de notre ère). Il s’agit d’une recherche visant à comprendre le choix d’une orientation sud des défunts dans la vallée du Belize et ses environs. L’intérêt porté à cette région vient du fait que l’orientation sud des défunts est un phénomène que l’on retrouve rarement sur le territoire maya, sauf à cet endroit. Alors que la présence de la cardinalité en lien avec la cosmovision maya est attestée dans l’architecture, le plan des sites, la forme et la fonction des divinités, dans l’agriculture, etc., il est plutôt rare qu’elle soit analysée dans les études du traitement funéraire. Ainsi, le but de cette recherche est de saisir l’ampleur de la pratique de l’orientation sud des défunts sur le territoire maya, de comprendre son origine et sa ou ses possible(s) signification(s). Les données des sépultures de la Période Classique de cinq sites de la vallée du Belize (Baking Pot, Barton Ramie, Blackman Eddy, Cahal Pech et Xunantunich), de quatre sites du Plateau Vaca (Minanha, Pacbitun, Mountain Cow et Caracol) et de trois sites situés à l’ouest (Holmul) et au nord (San José et Altun Ha) de ces deux régions sont compilées. Les résultats révèlent que le coeur de cette pratique se trouve dans la vallée du Belize, bien qu’une orientation sud des défunts ait été retrouvée partout. Cette pratique semble apparaitre à la fin de la Période Préclassique et les analyses ne révèlent pas de lien entre l’orientation sud et certaines variables (âge, sexe, position du défunt). Finalement, on arrive à la conclusion qu’il est possible que cette orientation sud des défunts soit en lien avec le passage des défunts dans l’inframonde et que cela forme un choix culturel local en lien avec le statut et l’identité du défunt. / This thesis focuses on the study of the orientation of Classic Maya burials (AD 250 - 900/1000). The research is directed towards the understanding of the presence of the south orientation of burials in the Belize Valley and its surroundings. While the presence of the cardinality of the Mayan worldview is established as reflected in the architecture, settlement patterns, form and function of divine agents, agriculture, etc., it is rarely analyzed in funerary treatment studies. Thus, the aim of this research is to understand the extent of the practice of the south orientation of the deceased on the Mayan territory, to understand its origin, and its possible signification(s). Data from the Classic burials of five Belize Valley sites (Baking Pot, Barton Ramie, Blackman Eddy, Cahal Pech, and Xunantunich), four Vaca Plateau sites (Minanha, Pacbitun, Mountain Cow, and Caracol), and three sites located west (Holmul) and north (San José and Altun Ha) of the two previous regions have been compiled. The results reveal that the heart of this practice lies in the Belize Valley, although a south orientation of the deceased was found everywhere. This practice seems to appear at the end of the Preclassic Period and analysis revealed no link between south orientation and certain variables (age, sex, position of the deceased). Finally, it was found that it is possible that south orientation of the deceased is connected with the passage of the deceased in the underworld, and that it is a local choice in connection with the status and the identity of the deceased.