Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-08-03T19:05:41Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DissertaçãoFelipeDeBritoLima[Psicologia-Cognitiva2015].pdf: 3661452 bytes, checksum: 92b4b594975779c5840e9f76802cf341 (MD5) / Made available in DSpace on 2017-08-03T19:05:41Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DissertaçãoFelipeDeBritoLima[Psicologia-Cognitiva2015].pdf: 3661452 bytes, checksum: 92b4b594975779c5840e9f76802cf341 (MD5) Previous issue date: 2015-02-25 / CAPES / Esta pesquisa visa avaliar níveis de engajamento estudantil na execução de uma sequência de atividades de aprendizagem mediadas pelo uso de aplicativos educacionais inseridos numa prática de ensino multimodal. O experimento foi conduzido em uma escola estadual do Recife e teve como participantes 1 professor de matemática e 92 estudantes de 4 turmas de 1º ano do Ensino Médio. Os estudantes foram sistematicamente expostos a sequências de atividades envolvendo o uso de aplicativos educacionais, implementadas a partir de duas concepções distintas: a primeira associada a aulas tradicionais, expositivas e lineares, e a segunda tendo como fundamento (a) a literatura acerca do engajamento estudantil e das práticas de ensino multimodais e (b) a aplicação de um instrumento de aferição de familiaridade com ferramentas tecnológicas, utilizado para traçar um perfil dos respondentes. A ação dos estudantes sobre os aplicativos utilizados foi registrada em todas as aulas por meio de dispositivos de captura de telas e o material resultante foi analisado de acordo com categorias de comportamentos quantificáveis, desenvolvidas com base na metodologia da pesquisa em ciências do comportamento. Os resultados indicam que os níveis de engajamento variaram entre 84,78 e 82,61% na abordagem multimodal enquanto os índices obtidos através da prática tradicional foram de 26,09 a 19,57%. O H de Kruskal-Wallis (sig. ≥ 0,829) indica que as 4 turmas responderam de modo similar à cada tipo de sequência de atividades e o Wilcoxon pareado indica diferenças significativas intragrupo em todos as turmas (sig.≦0,014) quando contrastadas as performances associadas a cada abordagem. Características do ensino multimodal, como suporte a autonomia e interação via diferentes mídias, foram associadas à promoção do engajamento estudantil, e a partir das sequências de atividades conduzidas para o experimento, delineou-se um exemplo detalhado de implementação destas práticas que poderá ser usado pra fins de formação docente. / This study aims at assessing levels of student engagement in a sequence of learning activities mediated by the use of educational applets in a Blended Learning scenario. The experiment was carried out at a state public school in Recife and had as its participants a math teacher and 92 freshmen High School students from 4 different classes. Students were systematically exposed to sequences of learning activities featuring the use of educational applets and implemented based on two distinct approaches: the first, associated with traditional, linear and lecture-based lessons, and the second being informed by (a) current literature on student engagement and blended learning systems and approaches as well as (b) data collected through a measure of digital literacy intended to provide a profile of the learners. Students’ actions using the applets were recorded by screen capture devices and the resulting output was analyzed according to categories of quantifiable behavior developed within the scope of scientific methodology in behavioral research. Results shows that levels of student engagement range from 84,78 to 82,61% in blended learning scenarios and from 26,09 to 19,57% when under the traditional approach. Kruskal-Wallis’ H (sig. ≥ 0,829) indicates the four groups responded similarly to each type of sequence of activities and the Wilcoxon signed rank test points to significant intra-group differences (sig.≦0,014) in all four groups when contrasting the performances associated with each approach. Features of Blended Learning, such as autonomy support and interaction via different media were associated with the promotion of student engagement and based on the activities conducted for the experiment, a detailed sample of implementation, which may be used for teacher development purposed, was effective designed.

This thesis examines retail bank workers’ informal learning practices in a major Canadian bank under conditions of rapid organizational restructuring and ongoing automation during the mid- to late-1990s. Based on a national survey of bank workers’ learning practices and ethnographic fieldwork in three branches, the thesis’s key findings are as follows. The poor learning environment in the branches, combined with the bank’s adoption of a formal study training policy, are at odds with both empirical surveys of adults’ informal learning practices and with adults’ preferred ways of learning at work – which are predominantly informal in nature. There is also evidence that informal on-the-job learning is being displaced and crowded out by work-related formal study via the “substitution effect” (Livingstone, 2010, 424). The heavy formal study pressures are heightened by the lack of trade unions and job security, and the vulnerable position of many women workers, particularly those without higher education.

This thesis examines retail bank workers’ informal learning practices in a major Canadian bank under conditions of rapid organizational restructuring and ongoing automation during the mid- to late-1990s. Based on a national survey of bank workers’ learning practices and ethnographic fieldwork in three branches, the thesis’s key findings are as follows. The poor learning environment in the branches, combined with the bank’s adoption of a formal study training policy, are at odds with both empirical surveys of adults’ informal learning practices and with adults’ preferred ways of learning at work – which are predominantly informal in nature. There is also evidence that informal on-the-job learning is being displaced and crowded out by work-related formal study via the “substitution effect” (Livingstone, 2010, 424). The heavy formal study pressures are heightened by the lack of trade unions and job security, and the vulnerable position of many women workers, particularly those without higher education.

Pharmacy as a profession is on a path of significant change with many external and internal influences on the nature and conceptions of professional practice and the diverse and changing nature of this knowledge in turn creates a challenge for pharmacy educators. Conceptual changes to pharmacy knowledge and practice have profound pedagogical implications for how pharmacy education will change over the next few years. This study makes an original contribution to knowledge in pharmacy education, both in terms of the methodology used (the use of artefacts to explore learning with pharmacy students and the use of theory from anthropology, fine art and literature from English medieval poetry to view the data) and also in terms of the findings. The key findings of the study are that artefacts afford access to insight into pharmacy students’ learning, and use of these identified a number of learning and assessment practices, particularly some normally un-noticed practices. Using fine art to view participants’ assessment practices has allowed insight into their conceptions of assessment (as the summative written examination) and hence their views on feedback. In particular there was a strong affective dimension expressed in participants’ accounts of their learning, which is often ignored in teaching, learning and assessment practices. Participants’ learning is constructed through a ‘meshwork’ of interconnected and interwoven practices. The difficulties experienced by participants were explored and were found to be primarily modal (relating to a particular way of thinking or practising) or ontological (relating to ‘being’ or ‘becoming’ as a pharmacy student or to their professional identity). Recommendations for MPharm curriculum development at Robert Gordon University are discussed along with the implications for the wider professional community. (Please note this is a redacted version of the thesis. Some images have been removed for copyright reasons.)

This thesis explores the relationships and experiences that young adults have with and within complicated and always changing new media environments, such as those afforded by social media platforms and mobile media applications. By analyzing the ways in which digital realms are both open and interconnected and also marketized and restricted, this thesis explores how a contemplative approach to new media literacy pedagogy could help young adults to perceive new media from multiple, contradictory viewpoints at once, thereby supporting them in creating healthy, productive, creative, and imaginative relationships with the digital and public technologies mediating their lives, at the same time mitigating the challenges associated with commercialized, habituated new media experience. This thesis takes an auto-ethnographic approach, merging personal narratives with qualitative interpretations of where philosophies of technology, theories of media literacies, and the results of focus group studies intersect.

Submitted by Ana Virginia Isiano Lima null (anaisianolima@gmail.com) on 2017-09-27T19:07:50Z No. of bitstreams: 1 Dissertação Ana Virginia - Versão final.pdf: 2419027 bytes, checksum: 49588dd6fb4211fa6557231d23d6272d (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-09-28T14:30:34Z (GMT) No. of bitstreams: 1 lima_avi_me_prud.pdf: 2419027 bytes, checksum: 49588dd6fb4211fa6557231d23d6272d (MD5) / Made available in DSpace on 2017-09-28T14:30:34Z (GMT). No. of bitstreams: 1 lima_avi_me_prud.pdf: 2419027 bytes, checksum: 49588dd6fb4211fa6557231d23d6272d (MD5) Previous issue date: 2017-02-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa de Mestrado apresentada foi desenvolvida no âmbito do Programa de Pós-Graduação em Educação (PPGE), da Faculdade de Ciências e Tecnologia (FCT - UNESP), e encontra-se vinculada à linha de pesquisa "Processos Formativos, Ensino e Aprendizagem". Ao considerarmos a constituição de escolas inclusivas como um dos desafios inerentes ao cenário educacional brasileiro, devemos atuar na construção de práticas de ensino e aprendizagem que garantam o acesso, permanência e valorização das diferenças dos estudantes. Para que isso se efetive, as escolas devem promover a ruptura com abordagens tradicionais de ensino e estimular o desenvolvimento de práticas educativas que despertem a curiosidade, promovam a participação e potencializem o desenvolvimento dos estudantes. Assim, para promovermos a reinvenção do espaço escolar, o trabalho com projetos se configura como uma estratégia para a construção do conhecimento, pois valoriza o contexto dos estudantes e mobiliza diferentes competências e habilidades. Diante dessas premissas, o estudo, desenvolvido no âmbito de uma escola pública do município de Presidente Prudente/SP, teve como objetivo geral analisar os reflexos do desenvolvimento do trabalho com projetos, em termos das estratégias de ensino do docente e da aprendizagem dos estudantes, bem como a construção da consciência sobre a temática vivenciada. Trata-se de uma pesquisa qualitativa do tipo intervenção, que contou com a participação dos estudantes do 5º ano B, da professora da sala de aula e da equipe gestora da instituição de ensino. A coleta de dados foi efetivada por meio das observações sistemáticas, entrevistas semiestruturadas e intervenções realizadas na sala de aula. Considerando os objetivos e os descritores bibliográficos que nortearam a pesquisa, os dados foram selecionados e analisados a partir da leitura sistemática dos registros do diário de campo, da transcrição das entrevistas e da análise das intervenções e das atividades realizadas pelos estudantes. A partir disso, foram definidos eixos que contribuíram para a análise dos dados, a saber: 1. O papel da equipe gestora na instituição de ensino; 2. O desenvolvimento do projeto e a atuação dos estudantes; 3. Contribuição do trabalho com projetos para a reconfiguração da prática docente e para o desenvolvimento da consciência dos estudantes; 4. O trabalho com projetos como apoio à inclusão escolar. A partir do estabelecimento dos eixos de análise foi possível identificar as possibilidades de se trabalhar com projetos em sala de aula, a partir da valorização do contexto educacional e social dos estudantes. A pesquisa revelou que o trabalho com projetos possibilita a promoção de um ensino inclusivo, pois proporciona o desenvolvimento de práticas de ensino e aprendizagem que visam a participação, o desenvolvimento da autonomia e a construção do conhecimento de forma significativa. Em um contexto de risco, o trabalho com projetos se configura como uma estratégia pedagógica eficaz, pois promove o desenvolvimento da consciência dos estudantes em relação ao contexto em que estão inseridos. / The Masters research presented was developed under the Graduate Program in Education (PPGE), from the Faculty of Sciences and Technology (FCT - UNESP), and it is linked to the research line "Formative Processes, Teaching and Learning,". When we consider the constitution of inclusive schools as one of the inherent challenges in the Brazilian educational scenario, we must act in the construction of teaching and learning practices that will guarantee the access, permanence and valuation of students' differences. To be effective, schools must promote a break with traditional teaching approaches and encourage the development of educational practices that raise curiosity, promote participation, and maximize student’s development. Thus, to promote the reinvention of the school space, the work with projects is a strategy for building knowledge, as it values students' context and mobilizes different skills and abilities. In view of these premises, the study, developed within a public school in the city of Presidente Prudente/SP, had the general objective of analyzing the reflexes of the development of work with projects, in terms of teacher teaching strategies and student learning, as well as building awareness of the experienced theme. It is a qualitative research of the type intervention, which counted on the participation of the students from the 5th year B, the teacher of the classroom and the management team of the educational institution. Data collection was carried out through systematic observations, semi-structured interviews and interventions in the classroom. Considering the objectives and bibliographic descriptors that guided the research, the data was selected and analyzed by systematically reading of the records from the field diary, transcription of the interviews and the analysis of the interventions and activities carried out by the students. From this, axes were defined that contributed to the analysis of the data, namely: 1. The role of the management team in the educational institution; 2. The development of the project and the performance of the students; 3. Contribution of work to projects for the reconfiguration of teaching practice and for the development of student awareness; 4. Work with projects to support school inclusion. From the establishment of the axes of analysis it was possible to identify the possibilities of working with projects in the classroom, based on the valuation of the educational and social context of the students. The research revealed that the work with projects makes possible the promotion of an inclusive education, since it provides the development of teaching and learning practices that aim at participation, the development of autonomy and the construction of knowledge in a significant way. In a risk context, work with projects is an effective pedagogical strategy, as it promotes the development of students' awareness of the context in which they are inserted.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-10-17T18:45:18Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FinalCorreçõesBancaParaCD-MÁRCIA_PASSOS-CIN_UFPE.pdf: 3925704 bytes, checksum: 4b3bb51a79ca51e0d27f819ca67a5af1 (MD5) / Made available in DSpace on 2016-10-17T18:45:18Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FinalCorreçõesBancaParaCD-MÁRCIA_PASSOS-CIN_UFPE.pdf: 3925704 bytes, checksum: 4b3bb51a79ca51e0d27f819ca67a5af1 (MD5) Previous issue date: 2016-07-11 / Atualmente é trivial observar que a Tecnologia da Informação e Comunicação Móvel e Sem fio (TIMS) e seus recursos estão em toda parte, sendo fácil perceber a influência de celulares, smartphones, tablets e outros na sociedade, permitindo conectividade, mobilidade e portabilidade, independentemente do tempo e do espaço. A EaD também segue evoluindo, e baseada nas TIMS, chega a já reconhecida aprendizagem ubíqua (u-learning). No entanto, pesquisas alertam para a utilização maciça de sistemas de EaD tradicionais, configurando-se em ambientes de aprendizagem estáticos, nos quais diferentes perfis de estudantes são expostos a um mesmo conjunto de material didático, uma mesma interface e fazendo acreditar até, na mesma disponibilidade de recursos tecnológicos. Essas mesmas pesquisas indicam a necessidade de se aprimorar técnicas de ensino-aprendizagem, que permitam o desenvolvimento de capacidades relacionadas ao u-learning para o alcance da aprendizagem significativa. Sendo assim, esta pesquisa propõe a adaptação do AVA Moodle ao u-learning e um modelo para técnicas de ensino-aprendizagem, sobre os quais se pode estabelecer processos instrucionais. Neste sentido, recursos e tecnologias relacionados ao u-learning foram levantados, o conceito de Sabedoria Digital é apresentado como fundamento para o desenvolvimento de capacidades relacionadas à utilização de recursos tecnológicos voltados ao ensino e à aprendizagem, e o Conectivismo é divulgado como nova teoria da aprendizagem, levando em consideração os novos papeis e perfis de estudantes/aprendizes e professores/tutores na atual era digital. Ante os procedimentos metodológicos da presente pesquisa, foram realizados levantamentos bibliográficos para aprofundar a compreensão e consequente embasamento para a adaptação do AVA Moodle ao u-learning e a estruturação, descrição e aplicação de um modelo estratégico para técnicas de ensino-aprendizagem voltadas ao u-learning como prova de conceito. A abordagem adotada nesta pesquisa foi qualitativa e quantitativa. Finalizando o experimento, a avaliação da aquisição da aprendizagem significativa em ambiente de u-learning foi realizada considerando elementos tais como conhecimentos prévios de estudantes/aprendizes, preferências, objetos do mundo real, dentre outros. Os resultados da comparação entre cenários antes e depois das adaptações, indicam que há possibilidade do alcance da aprendizagem significativa em função do u-learning por meio de técnicas de ensino-aprendizagem apropriadas. / Currently it is trivial to note that the Information Technology and Mobile and Wireless Communication (TIMS) and its resources are everywhere, being easy to notice the influence of mobile phones, smartphones, tablets and others in society, allowing connectivity, mobility and portability, regardless time and space. The distance education also is evolving, and based on TIMS, reaches the already recognized ubiquitous learning (u-learning). However, researches alert for the massive use of traditional distance education systems, setting in static learning environments in which different profiles of students are exposed to the same set of educational materials, the same interface and making believe even in the same availability of technological resources. Those surveys indicate the need to improve teaching and learning techniques that enable the development of skills related to u-learning to achieve meaningful learning. Thus, this research proposes to adapt the VLE Moodle to u-learning and a model for teaching and learning techniques, on which one can establish instructional processes. In this sense, resources and technologies related to u-learning have been raised, the Digital Wisdom concept is presented as the foundation for the development of skills related to the use of technological resources devoted to the teaching and learning, and Connectivism is disclosed as a new learning theory taking into account the new roles and profiles of students / learners and teachers / tutors in the current digital age. Before the methodological procedures of this research, literature surveys were conducted to deepen understanding and build a consistent basis for the adaptation of the VLE Moodle to u-learning and the structuring, description and application of astrategic model for teaching and learning techniques aimed at u-learning as proof of concept. The approach adopted in this research was qualitative and quantitative. Finalizing the experiment, the assessment of the acquisition of significant learning in u-learning environment was performed considering elements such as previous knowledge of students / learners, preferences, real-world objects, amongst others. The results of the comparison between scenarios before and after the adjustments, indicate that there is a possibility of the scope of meaningful learning as a function of u-learning through appropriate teaching-learning techniques.

<p>The purpose of this research is to analyze business incubators and the relevant factors that take place inside these organizations.</p><p>The methodology used was a case study approach, which investigates a real environment, in this case: NeoEmpresa, a business incubator located in La Paz, Bolivia. The explanatory approach is also considered in this research since the purpose is to explain the business incubation characteristics as well as understand the importance of knowledge transfer and network creation inside business incubators.</p><p>The findings propose that the most adequate incubation model strongly depends on the incubator’s main purpose and that the learning practices that take place inside an incubator involve knowledge transfer, more considered experience transfer, and networking as relevant factors.</p>

Este trabalho apresenta algumas contribuições para uma atualização metodológica e pedagógica do ensino de instrumentos de sopro em aulas coletivas inspirado pelas práticas informais de aprendizagem identificadas por Green (2008), Braga (2005) e Priest (1989) entre outros. As práticas informais são um conjunto de atividades identificadas pela literatura como típicas da música popular ou tradicional que possuem interesse para a educação musical formal. Suas características principais podem ser resumidas como: concessão de espaço e tempo para os alunos improvisarem e experimentarem; livre escolha do repertório e; maior uso de modelos visuais e sonoros dados pelo professor e por gravações trazidas à sala de aula. As práticas informais estão de acordo com a pedagogia de Paulo Freire na medida em que colocam a autonomia como meio de aprendizagem e não apenas como finalidade. A formalização das práticas musicais na direção da escrita e leitura de partituras é um processo antigo correlacionado ao desenvolvimento do racionalismo na história do pensamento ocidental em sua busca pela precisão, segundo Koellreutter (Brito, 2007). O caminho que as práticas musicais tomaram teve seu ápice no século XIX, sendo que o sistema de ensino dos conservatórios constituído nesta época perdura até os dias de hoje na educação musical, em especial no ensino formal e tradicional. É só a partir da segunda metade do século XX que os trabalhos de educação musical procuraram reequilibrar o processo de transmissão da música em busca da oralidade e da subjetividade que quase se perdeu. Este trabalho procura ser mais uma contribuição nesta direção. A pesquisa procurou implementar as práticas informais seguindo em linhas gerais o modelo sugerido por Green (2008) mas também incorporando as contribuições de outros autores como Braga (2005) e Priest (1989) no curso de iniciação aos instrumentos de sopro do Guri. O foco principal foi a análise do comportamento dos alunos perante as atividades, geralmente pouco estruturadas, bem como de seu desenvolvimento musical ao longo das aulas, utilizando o método de pesquisa baseado no estudo de caso instrumental. Apesar de vários percalços ao longo do trabalho, os resultados obtidos foram bastante favoráveis a adoção destas práticas e corroboram com as ideias de Green (2008). Tanto no que diz respeito a tocar a melodia escolhida pelos próprios alunos, como nas improvisações, vários deles demonstraram bastante desembaraço e independência. Também se observou que, por serem uma forma mais direta e musical de se aprender, as práticas informais permitiram aos alunos lidar com materiais musicais muito mais ricos e complexos do que em um curso tradicional. Por outro lado estas práticas pareceram mais adequadas para os alunos mais velhos, uma vez que estes tendem naturalmente a ter mais voz no grupo e a exercer mais plenamente a sua autonomia, inibindo os mais jovens que talvez tivessem sido beneficiados por mais apoio docente. / This work presents some contributions for a methodological and pedagogical update to the teaching of woodwind instruments in group lessons based on informal learning practices identified by Green (2008), Braga (2005) and Priest (1989) among others. Informal learning practices are a set of activities identified in the literature as typical of popular or traditional music which are of interest for formal music education. Their main characteristics can be summarized as: granting time and room for the student\'s experimentations and improvisations; freedom to choose their musical repertoire; enhanced use of visual and sound role models exposed by the teacher and by musical recordings brought to the classroom. Informal practices are in harmony with Paulo Freire\'s pedagogy since they place autonomy as a mean of learning and not only as a goal. Following Koellreutter (BRITO, 2007), the formalization of musical practices towards the writing and reading of musical scores is a very old process related to the development of rationalism in the history of the western thought in its aim for precision. The path taken by musical practices had their pinnacle at the 19th century, when the conservatory learning system developed, which persists until today mainly in formal traditional education. It is only on the second half of the 20th century that the studies in musical education seek to balance the music transmission process towards an almost gone oral tradition and subjectivity. The present work tries to make a contribution in this direction. The research attempts to implement the informal practices according to the general guidelines of the model proposed by Green (2008), incorporating also the contributions of other authors like Braga (2005) and Priest (1989), in the beginner class of woodwind instruments at Guri program. The main focus of the analysis was on the responses of the students along the generally non-structured activities as well as their musical development throughout the course, using the research method based on instrumental case study. Despite several setbacks during the research, the results were highly favorable to the adoption of those practices and corroborate with Green\'s (2008) ideas. In terms of student\'s success in playing the tunes chosen by them, as well as in improvising several of them showed self-sufficiency and were at ease with the instrument. As the Informal Learning Practices are a more musical and nonmediated way of learning, the students were able to deal with a richer and more complex musical content. On the other hand those practices seemed more suitable to older students since they tend to have a more active role in the group and to exercise more fully their autonomy, inhibiting the youngest, that would probably have benefited from more teacher\'s support.

There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.