I samband med att Akademiska sjukhuset bytte ut sitt journalsystem till Cosmic R8.1 gavs utbildningar i det nya systemet till de anställda. Detta arbetets syfte var att undersöka vilka inlärningsmetoder och moment som användes för att utbilda slutanvändarna om det nya journalsystemet före dess införande, samt föreslå eventuella förbättringsmöjligheter baserat på metodernas befintliga stöd i vetenskapliga artiklar. Fyra intervjuer utfördes på tre olika personer som har utformat utbildningarna, utbildat slutanvändare eller varit involverad i både utformning och utbildning. Intervjuerna analyserades med en kvalitativ analys och genom ett ramverk för utbildning av slutanvändare som baseras på Adaptive structuration theory. Metoderna som användes var kollaborativ inlärning, inlärning från datorer och inlärning med datorer. Dessa metoder har stöd i ett fåtal vetenskapliga artiklar, inga av dessa källor har visat på att de skulle vara sämre än katederundervisning. Två metoder som har fått stöd av fler vetenskapliga artiklar är observationsinlärning och enaktiv inlärning, metoder som baseras på reflektion av andras och egna beteenden. / When the Swedish hospital Akademiska sjukhuset changed its journal system to Cosmic R8.1, training in the new journal system was given to the employees. The purpose of this work was to investigate the training methods and moments used to educate end users about the new journal system before its implementation, and also suggest possible improvement opportunities based on the existing support of the methods in scientific literature. Four interviews were conducted on three different people who have designed the programs, trained end users or have been involved in both design and education. The interviews were analyzed with a qualitative analysis and through a framework for end-user training based on Adaptive Structure Theory. The methods used were collaborative learning, learning from computers and learning with computers. These methods are supported by a few scientific articles, none of these sources have shown that they would be inferior to cathedral teaching. Two methods that have been supported by more scientific articles are observational learning and inactive learning, methods that are based on the reflection of others and their own behaviors.

In a globally interdependent world, teachers are charged with preparing learners for a complex, interactive world. This educational challenge requires teachers to develop learners with critical, creative and conceptual minds, while still teaching the required content. Therefore developing the individual learner's ability to construct personalised meaning for new concepts is a prerequisite for the classroom. So is the development of the learner's ability to solve increasingly complex problems in the learning area as well as in daily life. This revivefies the question of how to plan, structure and assess in order to accommodate these requirements while enhancing learner abilities and achiement. / Teacher Education / D.Ed. (Didactics)

CHAVES, Hamilton Viana. O jogar e o funcionamento cognitivo do sujeito surdo. 2011. 186 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-04T16:52:04Z No. of bitstreams: 1 2011_Tese_HVChaves.pdf: 2005723 bytes, checksum: 7279c60acdd952188a98424d9aaab073 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T14:02:00Z (GMT) No. of bitstreams: 1 2011_Tese_HVChaves.pdf: 2005723 bytes, checksum: 7279c60acdd952188a98424d9aaab073 (MD5) / Made available in DSpace on 2012-07-06T14:02:00Z (GMT). No. of bitstreams: 1 2011_Tese_HVChaves.pdf: 2005723 bytes, checksum: 7279c60acdd952188a98424d9aaab073 (MD5) Previous issue date: 2011 / The research presented in this thesis was based on three major fields of study: the mediational and cognitive processes involved in teaching and learning situations, the games as play activity, and deafness. From this entanglement there was the attempt to investigate how the cognitive functioning of deaf people would happen while they were building knowledge mediated by learning games. The aim is to understand the cognitive functioning of deaf subjects when in teaching and learning situations that were aided by games, to this end, we analyzed the language productions of deaf people in interaction resulting from processes of teaching and learning facilitated by games; the genesis of the processes of knowledge construction was described taking into account its constant pragmatic (sensorimotor) and formal (conceptual), and an explanatory summary was formulated about the formation of meanings emerged through processes of teaching and learning facilitated by games. The survey was conducted with deaf students from Instituto Cearense de Educação de Surdos and from Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez, both in the city of Fortaleza-CE. During part of 2009 and 2010 learning activities mediated by games were filmed to constitute the corpus for further analysis. The analytics followed the microgenetic model proposed by Heinz Werner and Lev Vygotski. Five episodes were chosen based on which ones would be most enlightening and according to the starting question for the execution of the study. It was found that imaginative thinking, information exchange, sharing of feelings were decisively influenced by the body experience of the subjects. Regarding the field of mathematical and logical thinking, it was observed that thought experiment was an important resource used by deaf students in problem-solving strategies. The findings indicated that the course of cognitive functioning of subjects was decisively undermined by the set of body experiences arising from their daily interactions licensed by the use of sign languages. / A pesquisa apresentada neste trabalho de tese sedimentou-se em três grandes campos de estudo: os processos mediacionais e cognitivos envolvidos nas situações de ensino e aprendizagem, os jogos enquanto atividade lúdica e a surdez. Partindo desse entrelaçamento foi que se procurou investigar como se daria o funcionamento cognitivo de surdos quando esses construíam conhecimento mediado por jogos de aprendizagem. Objetivou-se, assim, compreender o funcionamento cognitivo de sujeitos surdos quando em situação de ensino e aprendizagem eram auxiliados por jogos. Para tanto, analisaram-se as produções linguísticas de surdos em interação, decorrentes de processos de ensino e aprendizagem facilitados por jogos; descreveu-se a gênese dos processos de construção de conhecimento levando em consideração sua constante pragmática (senso-motora) e formal (conceitual) e; formulou-se uma síntese explicativa da formação de sentidos surgidos mediante processos de ensino e aprendizagem facilitados por jogos. A pesquisa foi realizada com alunos surdos do Instituto Cearense de Educação de Surdos e do Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez, ambos sediados na cidade de Fortaleza-CE. Durante parte dos anos de 2009 e 2010, foram filmadas atividades de aprendizagem mediada por jogos a fim de constituir o corpus para posterior análise. A analítica seguiu o modelo microgenético proposto por Heinz Werner e Lev Vygotski. Escolheram-se cinco episódios que seriam mais elucidativos e consoantes com a pergunta de partida para efetivação do estudo. Verificou-se que o pensamento imaginativo, o intercâmbio de informações, compartilhamento de sentidos foram decisivamente influenciados pela experiência corporal dos sujeitos. No que diz respeito ao campo do pensamento lógico e matemático, observou-se que a experiência mental foi um importante recurso utilizados pelos alunos surdos nas estratégias de solução de problemas. Os achados indicaram que o curso do funcionamento cognitivo dos sujeitos foi decisivamente comprometido pelo conjunto de experiências corporais oriundo de suas interações cotidianas licenciadas pelo uso das línguas de sinais.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research integrates the Field of Research of Special Education of the Program of Post Graduation in Education of UFSM. The issues which initiated the research are derived from the work developed with two boys (univiteline twins) that present learning disabilities. The main objective of the research was to understand how the mediating processes influence the formation of everyday concepts, more specifically mathematical everyday concepts, and how the latter interfere in the formation of scientific concepts and in school learning, wich can trigger learning disabilities. Thus, looking for methodological support in the principles of Qualitative Epistemology of González Rey and in the Vygotskian premises which point to the inseparability between theory and method, a work was developed along with the two boys with pedagogical assistance and following up in class during a semester. The actions in the field were being defined according to the advance of the interpretations in the light of empirical observations and with the progress of the theoretical studies. The indicators that had been appearing along the investigation headed to three nucleus or areas of meaning which gave intelligibility to the case, that is, it allows to perceive/interpret/comprehend the case. The first nucleus of meaning centers in the relation between everyday concepts and scientific concepts and ratifies the interrelation Vygotsky proposed that existed between both. Proceeding, in the second area of meaning it was perceived the issue of mediation as central in the process of formation of concepts, attesting that the shortage of experiences of mediated learning brought on the incipient development of everyday concepts in both children as basis for the nucleus we have also looked for references in the work of Reuven Feuerstein. The third area of meaning invokes again the referential of González Rey and indicates the importance of the study of subjectivity, since learning involves more than cognition, it involves aspects related to emotions, expectations, and to the motivation of learning such aspects are in the constitution of learning disabilities in the subjects of research. We believe that the contributions of research for the area (field) of Education and Special Education come in the amplification of interpretation regarding the formation of concepts in Vygotsky. In the investigated case, it was verified that the absence of mediated learning experiences and also that subjective meanings allied to the low expectation of school success are factors that influence the formation of everyday concepts and consequently interfere in the formation of scientific concepts and in school learning, setting off learning disabilities. / A pesquisa se insere na Linha de Pesquisa de Educação Especial investigando as dificuldades de aprendizagem a partir das idéias de Vygostsky acerca da formação de conceitos. As questões que desencadearam a pesquisa são decorrentes do trabalho desenvolvido, durante a graduação em Educação Especial, com dois meninos (irmãos gêmeos univitelinos) que apresentam dificuldades de aprendizagem. O objetivo central da investigação foi compreender como os processos mediativos influenciam a formação dos conceitos cotidianos, mais especificamente conceitos cotidianos matemáticos, e como estes últimos interferem na formação de conceitos científicos e na aprendizagem escolar, podendo desencadear dificuldades de aprendizagem. Para tanto, buscando apoio nas premissas vygotskyanas que apontam a inseparabilidade de teoria e método e nos princípios metodológicos da Epistemologia Qualitativa de González Rey desenvolveu-se um trabalho envolvendo atendimentos pedagógicos e acompanhamento em sala de aula durante um semestre junto aos dois meninos. As ações em campo foram se definindo conforme avançavam as interpretações a luz das observações empíricas e com o progresso dos estudos teóricos. Os indicadores que foram surgindo ao longo da investigação conduziram a três núcleos ou zonas de sentido que deram inteligibilidade ao caso, isto é, que permitiram perceber/interpretar/compreender o caso. O primeiro núcleo de sentido centra-se na relação entre os conceitos cotidianos e os conceitos científicos e ratifica a interelação que Vygotsky propunha haver entre ambos. Prosseguindo, na segunda zona de sentido percebe-se a questão da mediação como central no processo de formação de conceitos, evidenciando que a escassez de experiências de aprendizagem mediada acarretou o incipiente desenvolvimento dos conceitos cotidianos nas duas crianças fundamentando esse núcleo buscou-se também referências na obra de Reuven Feuerstein. A terceira zona de sentido recorre novamente ao referencial de González Rey e aponta a importância do estudo da subjetividade, pois a aprendizagem envolve mais que cognição; envolve aspectos relacionados às emoções, às expectativas, à motivação do aprender tais aspectos estão na constituição das dificuldades de aprendizagem nos sujeitos da pesquisa. Acredita-se que as contribuições da pesquisa para a área da educação vêm na ampliação da interpretação a respeito da formação de conceitos em Vygotsky. No caso investigado constatou-se que a ausência de experiências de aprendizagem mediada e que sentidos subjetivos ligados à baixa expectativa de sucesso escolar são fatores que influenciam a formação dos conceitos cotidianos e consequentemente interferem na aprendizagem escolar, desencadeando as dificuldades de aprendizagem.

A inadequação acerca de hábitos alimentares tem se constituído como um grave problema na contemporaneidade. Trata-se de um fenômeno multifatorial e de difícil manejo, haja vista as suas diferentes nuances e causas. Uma população especialmente exposta aos malefícios oriundos dos maus hábitos alimentares são os indivíduos com Síndrome de Down, tanto no que diz respeito aos aspectos inerentes à condição do próprio indivíduo, quanto aos desajustes alimentares, tornando-se o controle do peso uma medida necessária para um desenvolvimento adequado. Assim, o presente estudo teve como objetivo relacionar as comorbidades da Síndrome de Down com a obesidade com uma proposta de educação nutricional fundamentada a partir dos pressupostos da aprendizagem mediada, junto às crianças de três a quatro anos com Síndrome de Down. Participaram da pesquisa cinco crianças, sendo quatro meninas e um menino. Participaram também seus pais e/ou responsáveis. O procedimento de coleta de dados envolveu a realização de oito oficinas lúdicas com as crianças e a avaliação nutricional das mesmas, cinco reuniões com os pais e três visitas domiciliares com cada família participante. Buscou-se construir junto com estas crianças e seus familiares uma educação nutricional que contribuísse para suas escolhas cotidianas do ato de comer. Utilizando da escuta, da observação e de questionário, além das intervenções lúdicas, evidenciou-se que o primeiro significado do ato de comer é construído pela sua família e reforçado pelo seu convívio social. No geral, as características da nossa amostra parecem estar de acordo com a literatura pesquisada. Ao longo das intervenções, as crianças mostraram atenção, mas pouca compreensão do conteúdo. Com as mães, os resultados foram diferentes, com reflexões acerca da alimentação inadequada tanto pelo tipo de alimento oferecido, como pela quantidade e forma que essa oferta se realizava, realizaram ao longo das intervenções modificações em seu estilo de vida, como a percepção sobre a influência que tinham sobre seus filhos na formação de seus hábitos alimentares, assim como uma menor frequência na ingestão de refrigerantes e doces. As intervenções nutricionais e as mediações realizadas com as mães é que parecem ser estratégias eficazes no combate a obesidade. Diante do que foi discutido, percebe-se a importância da implementação de medidas intervencionistas no combate e prevenção ao excesso de peso ou obesidade desde a infância, particularmente com as crianças com síndrome de Down. Deve-se prevenir a obesidade infantil com medidas de caráter educativo e informativo desde o nascimento, com a família e com a própria criança, através da atenção primária de saúde e nas escolas. / The inadequacy about eating habits have been established as a serious problem nowadays. It is a multifactorial and difficult to handle, given their different nuances and causes. A population particularly exposed to the bad eating habits arising harm are individuals with Down syndrome, both with regard to the aspects inherent to the individual's own condition, regarding eating misfits, making it the weight control a necessary measure for a proper development. Thus, this study aimed to develop and evaluate a proposal based nutrition education from the assumptions of mediated learning, with children three to four years with Down syndrome. The participants were five children, four girls and a boy. Also included his parents and / or guardians. The data collection procedure involved the use of eight playful workshops with children and nutritional evaluation of those five meetings with parents and three home visits with each participating family. We tried to build with these children and their families a nutritional education to contribute to their daily choices of eating. Using listening, observation and questionnaire, besides playful interventions, it was observed that the first meaning of the act of eating is built in the family and reinforced by their social life. Overall, our sample characteristics seem to agree with the literature. During the intervention, the children showed attention, but little understanding of the content. With mothers, the results were different, with reflections on the inadequate power both the type of food offered, and quantity and so this offer is performed, conducted along the interventions changes in your lifestyle, such as perception of influence they had on their children in the formation of their eating habits, as well as less frequent intake of soft drinks and sweets. Nutritional interventions and mediations conducted with the mothers is that they seem to be effective strategies to combat obesity. Face of what was discussed, we see the importance of implementing intervention measures in combating and preventing overweight or obese since childhood, particularly with children with Down syndrome. One should prevent childhood obesity with educational and informative measures from birth, with family and with each child, through the primary health care and schools. / Dissertação (Mestrado)

This thesis deals with manners of interaction of teachers with children in kindergartens and focuses mainly on solving problematic situations. We are examining question on how to strengthen resilience of children and what ways of interactions with teachers contribute to this process. To find recommendations for interactions with preschool children, we are looking at needs and characteristics of preschool children and comparing various models of resilience in the theoretical part of the work. The theories of Bandura and Seligman form a basis for our approach, but we also contrast them with other sources. At the same time, we are looking at results of international studies describing nature of interactions in their preschool institutions. In the empirical part, we look at the question, which interactions teacher-child occur with highest frequency when solving a problematic situation and if these interactions from teacher to child can be considered as supportive for strengthening resilience of the child. Our research is based on the analysis of 242 events recorded in preschool institutions in Prague. We compare our results with German study of König (2006), from which we have adapted part of the coding scheme. Keywords: resilience, self-efficacy, mediated learning experience, children (preschool...

In response to the global Covid-19 pandemic, universities across the world moved coursework online and frequently used Zoom videotelephony software to replicate the experience of learning in a classroom. While this platform supported certain aspects of the traditional classroom, such as immediacy of responses and the facilitation of social interactions, learning via Zoom also differed in various ways from the familiar classroom experience. Although there has been considerable research on online learning, most studies focused on an asynchronous design and interaction. Thus, the understanding of learning within synchronous, video-mediated platforms, such as Zoom, is nascent. In this study, the data was derived from a focus group with eight university students from the United States that was conducted over Zoom. Using content analysis, the transcripts of the focus group's interaction yielded four themes: Zoom Challenges, Zoom Benefits, Faculty Proficiency, and Student Learning Experiences. Cameras, a distinguishing feature of Zoom, could strengthen engagement, yet they also heighten anxiety for some and fatigue for most users. However, when those challenges were mitigated and the benefits harnessed by faculty informed about how to support student learning, students experienced a deepened sense of connection to their peers, the faculty, and their learning. Family science educators who recognize the strengths and limitations of this platform have the opportunity to teach more effectively and support their students' socio-emotional learning and well-being.

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Summaries in Afrikaans and English / Text in Afrikaans / Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele komponent van en voorwaarde vir optimale ontwikkeling. Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal optimaal verwesenlik kan word. In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie. / Parents should create an atmosphere where the child can be stimulated intellectually, can receive mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool years that the foundation is laid to make learning easier later on. Where early stimulation and mediation is lacking it is very difficult later on to achieve positive results with the same inputs. When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs and concepts as "known" when he attends school, as he was already acquainted with them. The parents can shape the pre-school years of the child in such a manner that the potential of the child can be realised optimally. In the empirical investigation parents were interviewed in order to determine the extent to which they supplied intellectual stimulation to their pre-school children. According to the results it appears that early stimulation is probably an important factor with regard to achievement in later years. / Psychology of Education / M. Ed. (Psychology of Education)

In the theoretical part, this work deals with the problem of comparison between Feuerstein cognitive function and partial cognitive abilities which are mentioned at the Educational Interpretations of the WISC-III. Research study follows up changes in partial cognitive abilities which could be viewed as a consequence of FIE (Feuerstein Instrumental Enrichment) intervention lasting several months. By comparison of pre-test and post-test, which is realized by WISC-III and processed with Educational Interpretations of the WISC- III the study tries to describe impact of the method to child's cognitive functions as well as its school successfulness, self-concept, and behavior. Study also pursues possibility to use factor analysis of WISC-III for planning of the FIE intervention. Information was taken from tests, questionnaires for teachers, videos and records of FIE lessons. Research was realized at the Elementary school in a small town with 1700 inhabitants, nearby to Prague. This was the only school in this town. We noticed more or less significant changes in all areas of interest. In some cases, there was agreement in the test results and teacher's evaluation whereas in other there were differences. KEY WORDS Reuven Feuerstein, modifiability of intelligence, deficits of cognitive functions, mediated...