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The thesis presented is a continuation of my bachelor thesis which engaged in the mimetic in nature. In the introductory part there are hypothesis whether Phasmatodea are appropriate didactic group that could be used in the biology and ecology classes, whether there are some easily bred species of Phasmatodea, which could be possibly recommended to scholar insectariums and whether school textbooks for elementary and high schools engage with breeding Phasmatodea and the topic of mimetic. These hypotheses are refuted or confirmed at the end of the thesis. The next part origins from detailed study of many species of Phasmatodea where there are specific species described with detailed information. The next part of the thesis is about breeding few kinds of this sort, the opportunities of beginning the breeding in school environment with advices from real practice, in which way it is possible to manage the insectarium and the breeding and whether Phasmatodea in general can be used as appropriate didactic group in biology and ecology classes. The following part is full of specific motifs of observing and tests in school, thus the didactic use is regarded especially for teachers of elementary and high schools. Both aforementioned parts of the thesis are accompanied by pictures and photographs - some of...

A blended education program combines online and classroom learning in a brick-and-mortar setting in order to improve the quality of instruction and provide more engaging student-to-student and student-to-teacher interactions. The blended model reduces tuition costs while boosting student performance levels. This business plan proposes a blended model for Chicago Public Schools (CPS) using the Khan Academy’s online learning platform, and specifically targeting elementary school students at the 4th grade level and above.

O armazenamento e/ou o acesso automático e preciso dos fatos aritméticos básicos da memória de longo prazo têm sido apontados como habilidades prejudicadas em crianças com dificuldades aritméticas e com Transtorno de Déficit de Atenção/Hiperatividade. Em vista disso, esse grupo de estudantes acaba por utilizar procedimentos de contagem mais imaturos do que seus pares sem dificuldades. O objetivo principal deste estudo é avaliar a eficácia de um programa de ensino de fatos básicos aditivos, como um recurso para a mudança de um procedimento baseado na contagem para outro apoiado na memória. Para alcançar essa meta, a pesquisa consta de dois estudos. O primeiro busca identificar e descrever os procedimentos de contagem e os processos de memória utilizados por um grupo de 28 estudantes, com idades entre 8 anos e 14 anos, com TDAH-D ou TDAH-C que participam do Programa de Transtornos de Déficit de Atenção/Hiperatividade (PRODAH/HCPA). Os resultados indicaram que os estudantes continuavam usando procedimentos de contagem considerados imaturos além da série esperada e que, dentre os processos de memória, a decomposição era o mais usado. Para o segundo estudo, foram convidadas a participar as crianças que utilizaram procedimentos de contagem no estudo 1. Dessa forma, o segundo estudo visa avaliar a eficácia de um modelo de intervenção pedagógica dirigida ao ensino de fatos básicos aditivos, como um recurso para o avanço nos procedimentos de contagem em 7 crianças com Transtorno de Déficit de Atenção/Hiperatividade com idade média de 9,8 anos. Trata-se de uma pesquisa experimental com ensaio clínico controlado randomizado, cego, em paralelo. Resultados demonstraram que o modelo de intervenção pedagógica testado é promissor para a mudança de um procedimento de contagem para um apoiado na memória. Os resultados sugerem que: 1) um programa de ensino cuidadosamente desenhado proporciona avanço para um processo de memória e 2) estudantes com TDAH necessitam de mais tempo de prática em um procedimento aliado a um ensino explícito. / The storage and/or automatic and accurate access of the basic facts of addition from the long term memory have been registered as impaired abilities in children with arithmetical difficulties and with Attention Deficit/Hyperactivity Disorder (ADHD). As a result, this group of students ultimately uses more immature counting procedures than their without difficulty peers. The aim of this study is to evaluate the effectiveness of a program for teaching basic facts of addition, as a resource for a procedure change, based on the counting to other procedure supported by memory. To achieve this goal, the research consists of two studies. The first one seeks to identify and describe the counting procedures and memory processes used by a group of 28 students, aged between 8 and 14 years, with ADHD-I or ADHD-C who participated in the Attention Deficit/Hyperactivity Disorder Program (PRODAH/HCPA). The results indicated that students still were using counting procedures considered immature beyond the expected series and that, among the memory processes, the decomposition was the most used one. For the second study, there were invited to participate children who used counting procedures of study 1. Thus, the second study aims to evaluate the effectiveness of a educational intervention model directed to the teaching of basic facts of addition, as a resource to the advancement in the counting procedures on 7 children with Attention Deficit/Hyperactivity Disorder with an average age of 9,8 years. This is an experimental research with randomized controlled clinical trial, blind, in parallel. The results showed that the tested educational intervention model is promising to change a counting procedure for one supported by memory. The results show that: 1) a carefully designed education program provides advance for a memory process and 2) students with ADHD need more practice time in a procedure, linked to a specific teaching.

O armazenamento e/ou o acesso automático e preciso dos fatos aritméticos básicos da memória de longo prazo têm sido apontados como habilidades prejudicadas em crianças com dificuldades aritméticas e com Transtorno de Déficit de Atenção/Hiperatividade. Em vista disso, esse grupo de estudantes acaba por utilizar procedimentos de contagem mais imaturos do que seus pares sem dificuldades. O objetivo principal deste estudo é avaliar a eficácia de um programa de ensino de fatos básicos aditivos, como um recurso para a mudança de um procedimento baseado na contagem para outro apoiado na memória. Para alcançar essa meta, a pesquisa consta de dois estudos. O primeiro busca identificar e descrever os procedimentos de contagem e os processos de memória utilizados por um grupo de 28 estudantes, com idades entre 8 anos e 14 anos, com TDAH-D ou TDAH-C que participam do Programa de Transtornos de Déficit de Atenção/Hiperatividade (PRODAH/HCPA). Os resultados indicaram que os estudantes continuavam usando procedimentos de contagem considerados imaturos além da série esperada e que, dentre os processos de memória, a decomposição era o mais usado. Para o segundo estudo, foram convidadas a participar as crianças que utilizaram procedimentos de contagem no estudo 1. Dessa forma, o segundo estudo visa avaliar a eficácia de um modelo de intervenção pedagógica dirigida ao ensino de fatos básicos aditivos, como um recurso para o avanço nos procedimentos de contagem em 7 crianças com Transtorno de Déficit de Atenção/Hiperatividade com idade média de 9,8 anos. Trata-se de uma pesquisa experimental com ensaio clínico controlado randomizado, cego, em paralelo. Resultados demonstraram que o modelo de intervenção pedagógica testado é promissor para a mudança de um procedimento de contagem para um apoiado na memória. Os resultados sugerem que: 1) um programa de ensino cuidadosamente desenhado proporciona avanço para um processo de memória e 2) estudantes com TDAH necessitam de mais tempo de prática em um procedimento aliado a um ensino explícito. / The storage and/or automatic and accurate access of the basic facts of addition from the long term memory have been registered as impaired abilities in children with arithmetical difficulties and with Attention Deficit/Hyperactivity Disorder (ADHD). As a result, this group of students ultimately uses more immature counting procedures than their without difficulty peers. The aim of this study is to evaluate the effectiveness of a program for teaching basic facts of addition, as a resource for a procedure change, based on the counting to other procedure supported by memory. To achieve this goal, the research consists of two studies. The first one seeks to identify and describe the counting procedures and memory processes used by a group of 28 students, aged between 8 and 14 years, with ADHD-I or ADHD-C who participated in the Attention Deficit/Hyperactivity Disorder Program (PRODAH/HCPA). The results indicated that students still were using counting procedures considered immature beyond the expected series and that, among the memory processes, the decomposition was the most used one. For the second study, there were invited to participate children who used counting procedures of study 1. Thus, the second study aims to evaluate the effectiveness of a educational intervention model directed to the teaching of basic facts of addition, as a resource to the advancement in the counting procedures on 7 children with Attention Deficit/Hyperactivity Disorder with an average age of 9,8 years. This is an experimental research with randomized controlled clinical trial, blind, in parallel. The results showed that the tested educational intervention model is promising to change a counting procedure for one supported by memory. The results show that: 1) a carefully designed education program provides advance for a memory process and 2) students with ADHD need more practice time in a procedure, linked to a specific teaching.

O armazenamento e/ou o acesso automático e preciso dos fatos aritméticos básicos da memória de longo prazo têm sido apontados como habilidades prejudicadas em crianças com dificuldades aritméticas e com Transtorno de Déficit de Atenção/Hiperatividade. Em vista disso, esse grupo de estudantes acaba por utilizar procedimentos de contagem mais imaturos do que seus pares sem dificuldades. O objetivo principal deste estudo é avaliar a eficácia de um programa de ensino de fatos básicos aditivos, como um recurso para a mudança de um procedimento baseado na contagem para outro apoiado na memória. Para alcançar essa meta, a pesquisa consta de dois estudos. O primeiro busca identificar e descrever os procedimentos de contagem e os processos de memória utilizados por um grupo de 28 estudantes, com idades entre 8 anos e 14 anos, com TDAH-D ou TDAH-C que participam do Programa de Transtornos de Déficit de Atenção/Hiperatividade (PRODAH/HCPA). Os resultados indicaram que os estudantes continuavam usando procedimentos de contagem considerados imaturos além da série esperada e que, dentre os processos de memória, a decomposição era o mais usado. Para o segundo estudo, foram convidadas a participar as crianças que utilizaram procedimentos de contagem no estudo 1. Dessa forma, o segundo estudo visa avaliar a eficácia de um modelo de intervenção pedagógica dirigida ao ensino de fatos básicos aditivos, como um recurso para o avanço nos procedimentos de contagem em 7 crianças com Transtorno de Déficit de Atenção/Hiperatividade com idade média de 9,8 anos. Trata-se de uma pesquisa experimental com ensaio clínico controlado randomizado, cego, em paralelo. Resultados demonstraram que o modelo de intervenção pedagógica testado é promissor para a mudança de um procedimento de contagem para um apoiado na memória. Os resultados sugerem que: 1) um programa de ensino cuidadosamente desenhado proporciona avanço para um processo de memória e 2) estudantes com TDAH necessitam de mais tempo de prática em um procedimento aliado a um ensino explícito. / The storage and/or automatic and accurate access of the basic facts of addition from the long term memory have been registered as impaired abilities in children with arithmetical difficulties and with Attention Deficit/Hyperactivity Disorder (ADHD). As a result, this group of students ultimately uses more immature counting procedures than their without difficulty peers. The aim of this study is to evaluate the effectiveness of a program for teaching basic facts of addition, as a resource for a procedure change, based on the counting to other procedure supported by memory. To achieve this goal, the research consists of two studies. The first one seeks to identify and describe the counting procedures and memory processes used by a group of 28 students, aged between 8 and 14 years, with ADHD-I or ADHD-C who participated in the Attention Deficit/Hyperactivity Disorder Program (PRODAH/HCPA). The results indicated that students still were using counting procedures considered immature beyond the expected series and that, among the memory processes, the decomposition was the most used one. For the second study, there were invited to participate children who used counting procedures of study 1. Thus, the second study aims to evaluate the effectiveness of a educational intervention model directed to the teaching of basic facts of addition, as a resource to the advancement in the counting procedures on 7 children with Attention Deficit/Hyperactivity Disorder with an average age of 9,8 years. This is an experimental research with randomized controlled clinical trial, blind, in parallel. The results showed that the tested educational intervention model is promising to change a counting procedure for one supported by memory. The results show that: 1) a carefully designed education program provides advance for a memory process and 2) students with ADHD need more practice time in a procedure, linked to a specific teaching.

Track and field is a traditional instructional unit often taught in secondary physical education settings due to its history, variety of events, and potential for student interest. This article provides an approach to teaching this unit using the sport education model (SEM) of instruction, which has traditionally been presented as a model for team and dual sports. The application of the SEM to this individual sport provides teachers with an opportunity to provide their students with an authentic, engaging and festive environment in which to learn a sport that has been around for centuries.

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Research in patient education suggests that tailored educational materials can improve patient's understanding of a treatment plan and help to achieve patient engagement and compliance. The goal of the HealthDoc Project has been the creation of automated Natural Language Generation systems for producing educational materials that are tailored to an individual patient's medical condition and personal situation. The project has so far focused on developing computational linguistic tools needed to author tailorable content from which customized versions could be generated. Also the HealthDoc model of document generation assumes the existence of previously authored textual material. Therefore, a new approach is needed to construct these materials and ensure that the relevant medical knowledge will be captured and delivered to the patient by providing a means to assist the health care professionals in directly authoring the required domain knowledge. <br /><br />We have used constructivist educational theory and knowledge-level modelling to define a new approach incorporating Patient-centric and Behaviour-modifying Educational Model (PBEM) and a knowledge-acquisition framework. Unlike traditional approaches, in which all patients are treated alike in terms of the medical information provided, our new model takes into account characteristics of individual patients. This facilitates the patient's assimilation of relevant information pertaining to her behaviour and health. As the information provided must address the various concerns of different stakeholders, and different patients have different concerns and concern intensities, a knowledge-acquisition framework was developed to provide a structure for patient knowledge acquisition. This framework includes the following components: a Strategic Model, a Concerns Model, and an Interrogation-based knowledge-acquisition Tool. The tool is intended to be used directly by health care professionals and to assist them in formulating, structuring, representing, and articulating their domain knowledge. This research work explores a new field, knowledge-level modelling, for generating patient-tailored educational materials and provides guidelines to implementing such a knowledge-acquisition tool.