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According to some (e.g. Friston, 2010) predictive processing (PP) models of cognition have the potential to offer a grand unifying theory of cognition. The framework defines a flexible architecture governed by one simple principle - minimise error. The process of Bayesian inference used to achieve this goal results in an ongoing flow of prediction that both makes sense of perception and unifies it with action. Such a provocative and appealing theory naturally has caused ripples in philosophical circles, prompting several commentaries (e.g. Hohwy, 2012; Clark, 2016). This thesis tackles one outstanding philosophical problem in relation to PP - the question of mental representation. In attempting to understand the nature of mental representations in PP systems I touch on several contentious points in philosophy of cognitive science, including the explanatory power of mechanisms vs. dynamics, the internalism vs. externalism debate, and the knotty problem of proper biological function. Exploring these issues enables me to offer a speculative solution to the question of mental representation in PP systems, with further implications for understanding mental representation in a broader context. The result is a conception of mind that is deeply continuous with life. With an explanation of how normativity emerges in certain classes of self-maintaining systems of which cognitive systems are a subset. We discover the possibility of a harmonious union between mechanics and dynamics necessary for making sense of PP systems, each playing an indispensable role in our understanding of their internal representations.

Διερευνήθηκε το κατά πόσο παιδιά προσχολικής ηλικίας 5 και 6 ετών μπορούν να δώσουν εξηγήσεις σχετικά με το φαινόμενο του ουράνιου τόξου κι αν είναι σε θέση να προβλέπουν την τεχνητή δημιουργία του ουράνιου τόξου σε συνθήκες σχολικής τάξης. Οι στόχοι της έρευνας που διεξήγαμε ήταν να διαπιστωθεί : 1. Αν υπάρχουν και ποιες είναι οι νοητικές παραστάσεις παιδιών προσχολικής ηλικίας 5 και 6 ετών σχετικά με το φαινόμενο του ουράνιου τόξου, καθώς και σε ποιες αιτίες αποδίδεται η δημιουργία του στη φύση κατά την άποψη των παιδιών. 2. Αν τα παιδιά μπορούν να ερμηνεύσουν το φαινόμενο του ουράνιου τόξου ακολουθώντας το μοντέλο της διάδοσης του φωτός ως ακτινοβολίας 3. Αν τα παιδιά είναι σε θέση να προβλέψουν και να εξηγήσουν την παρουσία χρωμάτων μετά την ανάλυση του φωτός με τη βοήθεια πρίσματος και φακού ή με τη βοήθεια φακού και καθρέφτη βυθισμένου σε λεκάνη με νερό διατυπώνοντας νατουραλιστικού τύπου εξηγήσεις. Αρχικά δείξαμε φωτογραφία με το ουράνιο τόξο στα παιδιά και τους ζητήθηκε να πουν τι βλέπουν και πώς νομίζουν ότι δημιουργείται το φαινόμενο στη φύση. Στη συνέχεια δείξαμε στα παιδιά τα υλικά της πρώτης πειραματικής διαδικασίας κι αφού βεβαιωθήκαμε ότι τα γνωρίζουν ή στην περίπτωση του πρίσματος αναφέρουν το υλικό και τη φύση του (διάφανο), ζητήσαμε προβλέψεις. Μετά την ολοκλήρωση του πειράματος ζητήσαμε ερμηνείες για το πρώτο φαινόμενο. Την ίδια ακριβώς διαδικασία επαναλάβαμε και για το δεύτερο φαινόμενο της τεχνητής δημιουργίας ουράνιου τόξου με τη βοήθεια φακού και καθρέφτη μέσα σε λεκάνη με νερό. Ακολούθως προχωρήσαμε σε ερωτήσεις σύγκρισης μεταξύ των δύο φαινομένων τεχνητής δημιουργίας ουράνιου τόξου και τέλος σε ερωτήσεις σύγκρισης μεταξύ των δύο αυτών πρώτων φαινομένων και του φαινομένου του ουράνιου τόξου στη φύση. Αφού συγκεντρώσαμε τις απαντήσεις καταρχήν ελέγξαμε την υπόθεσή μας σχετικά με το αν τα παιδιά διαθέτουν νοητικές παραστάσεις για το φαινόμενο. Κατόπιν και προχωρώντας σ’ ένα πρώτο επίπεδο ανάλυσης διερευνήσαμε αν τα παιδιά προσχολικής ηλικίας μπορούν να χρησιμοποιήσουν στις εξηγήσεις τους ένα απλοποιημένο επιστημονικό μοντέλο της διάδοσης του φωτός ως ακτινοβολίας (Κολιόπουλος & Αραπάκη, 2004). Σ’ ένα δεύτερο επίπεδο ανάλυσης ελέγξαμε αν ευσταθεί η υπόθεσή μας σχετικά με το ότι παιδιά νηπιαγωγείου μπορούν να ερμηνεύσουν φυσικά φαινόμενα δίνοντας νατουραλιστικές απαντήσεις. Το μεθοδολογικό εργαλείο κατάταξης των απαντήσεων σε κατηγορίες ανάλογα με το είδος τους, των Χατζηνικήτα και Χρηστίδου (2006) ήταν ιδιαίτερα χρήσιμο σ’ αυτό το επίπεδο ανάλυσης. Στο τελευταίο κομμάτι της έρευνάς μας κι εφόσον αναλύσαμε τα ερευνητικά μας αποτελέσματα προχωρήσαμε στη διατύπωση συμπερασμάτων και προτάσεων για μελλοντική ερευνητική δραστηριότητα που θα μπορούσε ενδεχομένως να προκύψει έχοντας ως έναυσμα την παρούσα έρευνα. / -

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-05-09T13:37:10Z No. of bitstreams: 1 Ricardo Augusto Perera_.pdf: 6032138 bytes, checksum: a3f62ff5aeb1298ea332f8079b47bee9 (MD5) / Made available in DSpace on 2017-05-09T13:37:10Z (GMT). No. of bitstreams: 1 Ricardo Augusto Perera_.pdf: 6032138 bytes, checksum: a3f62ff5aeb1298ea332f8079b47bee9 (MD5) Previous issue date: 2017-03-03 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Utilizando o framework teórico denominado Predictive Processing (Clark, 2013), que assume que cérebros são essencialmente máquinas que predizem seus próximos inputs e o fazem minimizando o erro de predição (diferença entre o input previsto e o recebido) de modo semelhante a uma inferência bayesiana, procurou-se, nesta dissertação, encontrar padrões de atividade eletrofisiológica que sinalizassem o recrutamento de crenças epistêmicas. Conjecturou-se que enquanto frases são lidas, representações de estados de coisas e eventos são mentalmente modeladas de modo gradual e preditivo, e que os estímulos vindouros são antecipados com base naquilo que se afigura “o mais provável” em termos epistêmicos, semânticos, sintáticos, léxicos e perceptuais. Devido ao fato de já serem conhecidas as respostas eletrofisiológicas que são moduladas por violações de expectativa dos níveis semântico, sintático, léxico e perceptual, assim como o preciso intervalo temporal em que se manifestam, foi possível estudar como a expectativa gerada por crenças modula os sinais cerebrais. Os experimentos realizados no Laboratório de Filosofia Experimental e Estudos da Cognição, localizado na UNISINOS, apresentavam frases em um monitor (palavra por palavra) que aludiam a fatos conhecidos apenas por um grupo de participantes (filósofos), estruturadas de modo que apenas uma única palavra, aparecendo no final de cada sentença, fosse capaz de as tornar verdadeiras (e.g. “Teeteto é um diálogo escrito por Platão”). O modelo proposto assume que, antes de aparecer a palavra final, o significado dos termos é acessado (no caso exemplificado, um texto específico e uma relação), um estado de coisas representado (i.e. existir um x tal que x escreveu Teeteto), e uma busca iniciada pelo melhor candidato a x, tendo as crenças do sujeito como alvo do rastreio. A crença relevante é então recrutada e a representação do x identificado (Platão) acessada. Informações sobre a melhor predição semântica (o filósofo Platão) são utilizadas para selecionar o mais provável item léxico que tenha Platão como significado. Os participantes aos quais eram atribuídas crenças filosóficas apresentaram Event-Related Potentials correlacionados a processamento léxico-semântico significativamente diferentes dos participantes do grupo dos não-filósofos. Considerando que a única diferença relevante entre os dois grupos era a conjecturada posse ou ausência de determinadas crenças, os resultados foram interpretados como sinalizando o recrutamento de crenças em processos preditivos subjacentes à compreensão textual. Os resultados contrariam posições eliminativistas que consideram que o vocabulário mentalista acerca de crenças, intenções e desejos carece de significado, uma vez que a diferença encontrada sugere que de fato há algo em cérebros que é denotado por meio dessas expressões (ainda que de modo vago e grosseiro) e que está a modular os sinais. Ainda que não compreendamos prontamente o exato modo como se efetiva a instanciação de crenças por cérebros, podemos estudar o modo como elas são recrutadas e integram diversos processos cognitivos (i.e. seus papéis causais). / Using the theoretical framework called Predictive Processing (Clark, 2013), which assumes that brains are essentially machines that predict their next inputs and do so by minimizing prediction error (difference between predicted and received input) similar to a Bayesian inference, it was sought, in this dissertation, to find patterns of electrophysiological activity that signal the recruitment of epistemic beliefs. It has been conjectured that as sentences are read, representations of states of affairs and events are mentally modeled in a gradual and predictive fashion, and that the upcoming stimuli are anticipated on the basis of what appears to be "most likely" in epistemic, semantic, syntactic, lexical and perceptual terms. Due to the fact that the electrophysiological responses that are modulated by violations of expectation of the semantic, syntactic, lexical and perceptual levels are known, as well as the precise time interval in which they are manifested, it was possible to study how the expectation generated by beliefs modulates the cerebral signals. The experiments carried out in the Laboratory of Experimental Philosophy and Studies of Cognition, located at UNISINOS, presented sentences on a monitor (word by word) that alluded to facts known only by a group of participants (philosophers), structured in a way that only a single word, appearing at the end of each sentence, would be able to make them true (e.g. "Theaetetus is a dialogue written by Plato"). The proposed model assumes that, before the final word appears, the meaning of the terms is accessed (in the exemplified case, a specific text and a relation), a state of affairs represented (i.e. there is an x such that x wrote Theaetetus), and a search initiated to find the best candidate for x, taking the subject's beliefs as the target of tracking. The relevant belief is then recruited and the representation of the identified x (Plato) accessed. Information on the best semantic prediction (the philosopher Plato) is used to select the most likely lexical item that has Plato as meaning. Participants for which philosophical beliefs were ascribed presented Event-Related Potentials correlated to lexical-semantic processing significantly different from participants in the non-philosophers group. Considering that the only relevant difference between the two groups was the conjectured possession or absence of certain beliefs, the results were interpreted as signaling the recruitment of beliefs in predictive processes underlying textual comprehension. The results contradict eliminativist positions that consider that the mentalist vocabulary about beliefs, intentions, and desires is meaningless, since the difference found suggests that there is indeed something in brains that is denoted by these expressions (albeit vaguely and coarse) and that is modulating the signals. Although we do not readily understand exactly how belief instantiation by brains is effective, we can study how they are recruited and integrate various cognitive processes (i.e. their causal roles).

La prévention des risques psychosociaux (RPS) est une question largement débattue dans les organisations aujourd’hui. Le corps enseignant ne fait pas exception. Malgré certaines actions mises en œuvre pour traiter ce problème chez les enseignants, le constat reste celui de la faible efficacité de ces démarches. Il se pose donc la question des conditions nécessaires à la mise en œuvre d’une prévention primaire effective des RPS chez les enseignants. Notre travail se centre sur le cas des enseignants du second degré public. Celui-ci a l’ambition d’apporter des éléments de réponse à cette question.Pour cela, à partir de la littérature, nous avons approfondi les différentes approches mobilisées pour la prévention des RPS. Nous faisons le constat que ces approches sont essentiellement individuelles, c'est-à-dire centrées sur l’enseignant comme facteur explicatif en lui-même des RPS : le système considéré se résumant alors aux éléments « enseignant-élèves ». De notre point de vue, cette représentation du système considéré est réductrice. Nos réflexions nous amènent à envisager le système sous le prisme de la pensée complexe. Nous proposons donc un nouveau système, dans lequel l’enseignant n’est qu’un élément parmi d’autres.Nous avons été amené à expérimenter ce système complexe sur le terrain. L’enquête menée, essentiellement qualitative, a consisté à approcher, puis à analyser, les représentations des acteurs en interactions. Cette expérimentation nous a conforté dans l’idée que la prévention des RPS doit s’envisager dans un système complexe dont l’enseignant fait partie. Il se dégage de nos résultats des préconisations qui amènent chacun des éléments du système à jouer un rôle actif pour une prévention primaire effective des RPS. / Preventing psycho-social risks is a widely-discussed issue in organizations. Teachers are no exception. Even though there have been some actions to tackle this problem among teachers, they have hardly been efficient. Thus, we may wonder what the conditions to set up an efficient primary prevention of psycho-social risks among teachers are. Our study will focus on public secondary school teachers. We aim at suggesting answers to this question. To do so, we have started from literature and analysed the strategies of preventing psycho-social risks among teachers. We have realized that these strategies are mainly individual, that is to say they focus on the teacher as, per se, the explanatory factor of psycho-social risks – taking into account a system narrowed down to the “teacher-students” elements only. From our perspective, this view is simplistic. Our reflection leads us to consider the system through complex thought. Consequently, we suggest a new system in which the teacher is one element among many others.We had to experiment this complex system on the ground. Our investigation, which was mainly qualitative, has consisted in approaching and then analysing the perceptions of the interacting actors. This experiment confirmed that preventing psycho-social risks has to be considered in a complex system which the teacher is part of. We argue that each element of this system has to play an active role in order to achieve an efficient primary prevention of psycho-social risks.

abstract: When people look for things in their environment they use a target template - a mental representation of the object they are attempting to locate - to guide their attention around a scene and to assess incoming visual input to determine if they have found that for which they are searching. However, unlike laboratory experiments, searchers in the real-world rarely have perfect knowledge regarding the appearance of their target. In five experiments (with nearly 1,000 participants), we examined how the precision of the observer's template affects their ability to conduct visual search. Specifically, we simulated template imprecision in two ways: First, by contaminating our searchers' templates with inaccurate features, and second, by introducing extraneous features to the template that were unhelpful. In those experiments we recorded the eye movements of our searchers in order to make inferences regarding the extent to which attentional guidance and decision-making are hindered by template imprecision. We also examined a third way in which templates may become imprecise; namely, that they may deteriorate over time. Overall, our findings support a dual-function theory of the target template, and highlight the importance of examining template precision in future research. / Dissertation/Thesis / Ph.D. Psychology 2013

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-10-26T11:17:44Z No. of bitstreams: 2 Dissertação - Maurício de Oliveira Mendonça - 2015.pdf: 2052071 bytes, checksum: dc8527519261c4d53970a9171637c982 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-26T13:22:53Z (GMT) No. of bitstreams: 2 Dissertação - Maurício de Oliveira Mendonça - 2015.pdf: 2052071 bytes, checksum: dc8527519261c4d53970a9171637c982 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-26T13:22:53Z (GMT). No. of bitstreams: 2 Dissertação - Maurício de Oliveira Mendonça - 2015.pdf: 2052071 bytes, checksum: dc8527519261c4d53970a9171637c982 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-30 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research shows an overview of the mental practice used in performances by classical guitar experts in Brazil through literature review, interviews and concept aplications. A semi-structured questionnaire was used with professionals with an acclaimed career as concert players and/or post graduation advisors on performance/interpretative practices in this country aiming at analyzing in what ways the deliberate use of mental representations influences the process of preparation and realization of their performances. The hypothesis that these representations help in the expressivity has been confirmed and appear in various ways in the report of the interviewees and in literature. Evidences demonstrate that evoking emotional states, memories of events, objects or sensations as well as images associated with a musical intention can assist the performer. Some words, ideas, sensations or suggested images in these contexts can became a powerful foundation, provided that they find in the individual´s reference vocabulary and memories a compatible correspondent and its concrete means of realization. / Esta pesquisa demonstra um panorama das práticas mentais utilizadas na performance por violonistas especialistas atuantes no Brasil através de entrevistas, revisão de literatura e aplicação de conceitos. Foi aplicado um questionário semiestruturado entre profissionais de reconhecida carreira como concertistas e/ou orientadores de pósgraduação em performance/práticas interpretativas no país com o intuito de analisar de que maneira o uso deliberado de representações mentais influencia no processo de preparação e realização de suas performances. A hipótese de que essas representações auxiliam na expressividade se confirmou e aparece de variadas formas no relato dos entrevistados e na literatura. As evidências apontam que evocar estados emocionais, lembranças de episódios, objetos ou sensações bem como imagens associadas a uma intenção musical, podem auxiliar o performer. Algumas palavras, ideias, sensações ou imagens sugeridas nesses contextos podem se tornar um alicerce poderoso, desde que encontrem no vocabulário de referências e memórias do indivíduo um correspondente compatível e seu meio concreto de realização.

El objetivo de esta investigación es explorar las representaciones mentales del vínculo humano-animal en adultos responsables del cuidado de mascotas caninas quienes pertenecen al sector socioeconómico medio limeño. Para tal propósito, desde el paradigma cualitativo, se utilizó un diseño fenomenológico a partir de un grupo heterogéneo, ubicado dentro de los tres estadíos del desarrollo humano adulto propuestos por Papalia et al. (2012). Los participantes oscilan entre 21 y 65 años, siendo los dueños y responsables totales de una mascota donde reconocen la existencia de un vínculo significativo, el cual tiene una duración mayor a dos años. Para recoger la información se utilizó la técnica de entrevista conversacional y guía conversacional. Los resultados evidenciaron que la mascota representa una figura de apego, que corresponde a una base segura caracterizada por los principios que rigen al vínculo humano-animal de Katcher(1993). Esta representa una fuente de apoyo y comprensión significativa en momentos de estrés y angustia, así como también influencia positivamente en el autoconcepto de los dueños al sentirse valorados, reconocidos y útiles. Este vínculo es capaz de impulsar la capacidad de agencia reflejado en emprendimientos en los participantes, así como resultar terapéutica, al facilitar el tránsito de experiencias de pérdidas. No obstante, fantasear con la pérdida de la mascota conlleva a proyectar sentimientos de tristeza, malestar e ira depositadas en las conductas del animal, percibiendo que esta pérdida podría desembocar una depresión. Esto revela cuán importante es comprender el vínculo humano-animal en nuestra sociedad, pues puede impactar desarrollando síntomas y padecimientos psicológicos. / The objective of this research is to explore the mental representations of the human-animal bond in adults responsible for the care of canine pets who belong to the middle socioeconomic sector of Lima. For this purpose, from the qualitative paradigm, a phenomenological design was used from a heterogeneous group, located within the three stages of adult human development proposed by Papalia et al.(2012). The participants range between 21 and 65 years, being the owners and total responsible for a pet where they recognize the existence of a significant bond, which lasts more than two years. To collect the information, the conversational interview and conversational guide technique was used. The results showed that the pet represents an attachment figure, which corresponds to a secure base characterized by the principles that govern the human-animal bond of Katcher (1993). This represents a source of significant support and understanding in times of stress and anguish, as well as a positive influence on the owners' self-concept by feeling valued, recognized and useful. This bond is capable of boosting the agency capacity reflected in entrepreneurship in the participants, as well as being therapeutic, by facilitating the transit of experiences of loss. However, fantasizing about the loss of the pet leads to projecting feelings of sadness, discomfort and anger deposited in the behavior of the animal, perceiving that this loss could lead to depression. This reveals how important it is to understand the human-animal bond in our society, as it can impact developing symptoms and psychological ailments. / Tesis

HIV/AIDS research has proven crucial in an effort to prevent and manage this epidemic. However, there is little research being done in an attempt to understand the internal worlds of those living with HIV/AIDS. The purpose of this research was to begin to explore the relationship that exists between the person living with HIV/AIDS and the virus, as an internal object, inside them. This study focused on 6 women who were on Anti-Retroviral Medication (ARVs), and who have been diagnosed for at least one year. The participants’ mental representations of the virus as an object inside them was explored, as well as how they experienced and viewed the triangular relationship that exists between themselves, the HI Virus, and the ARVs. This exploratory research utilised a qualitative framework in order to understand and explore these relationships and perceptions, with psychoanalytic theory being used a lens through which to view the data that emerged. In depth semi-structured interviews were conducted with the participants, and the corpus of data was analyzed using a thematic content analysis. In addition, the participants were asked to draw the virus inside their bodies. These were analyzed using a technique devised by Paola Luzzatto (1987) in a study exploring the internal world of drug-abusers. For the purpose of this study, a variation of the same art therapy technique was used in that the participants were asked the ‘draw the virus in their bodies’. Whilst the drawings allowed for insight into the internal worlds of the participants, the drawings were also used as a point of departure. For most of the women, HIV was drawn using a red crayon, whilst the ARVs were drawn in either yellow or green. As depicted in the drawings, post diagnosis the HIV/red seemed to cover most of the body, but later when the ARVs/green was added, more of a balance was achieved. Results show that for these women, HIV was often perceived as dangerous and criminal, whilst the ARVs were often associated with security. From the perspective of Kleinian theory, the perception of the HIV and the ARVs seemed to be dependent upon the position from where they were functioning: either a paranoid-schizoid or a depressive position.

Στο παρόν πόνημα παρουσιάζονται τα αποτελέσματα έρευνας σχετικής με το σχεδιασμό, εφαρμογή και αξιολόγηση μιας διδακτικής ακολουθίας για την έννοια της ενέργειας η οποία απευθύνεται σε μαθητές/ριες της Δ΄ τάξης του ελληνικού δημοτικού σχολείου. Η διδακτική αυτή ακολουθία βασίζεται στις αρχές της «καινοτομικής» και «εποικοδομητικής» προσέγγισης για τη διδασκαλία και μάθηση των φυσικών επιστημών και εξετάζονται αφ’ ενός τα επιστημολογικά χαρακτηριστικά του εννοιολογικού περιεχομένου της ακολουθίας αυτής και αφ’ ετέρου αν μπορεί να οδηγήσει μαθητές/τριες αυτής της εκπαιδευτικής βαθμίδας να εμφανίσουν γνωστική πρόοδο στο συγκεκριμένο θέμα. Σύμφωνα με τα αποτελέσματα της έρευνας, εκτιμάται ότι το «μοντέλο των ενεργειακών αλυσίδων» αποτελεί ένα επιστημολογικά έγκυρο, συμβατό προς τις γνωστικές δυνατότητες των παιδιών και διδακτικά αποτελεσματικό διδακτικό μετασχηματισμό της επιστημονικής γνώσης σε σχολική γνώση. Πιο συγκεκριμένα, παρέχονται ενδείξεις σύμφωνα με τις οποίες οι μαθητές/τριες μετά το πέρας της διδακτικής παρέμβασης είναι δυνατόν να οικοδομήσουν ένα ενεργειακό μοντέλο με το οποίο: (α) να περιγράφουν χρησιμοποιώντας την έννοια της ενέργειας, τη λειτουργία απλών τεχνολογικών συστημάτων όπου εμπλέκονται ηλεκτρικά φαινόμενα, (β) να αναγνωρίζουν τις ανανεώσιμες πηγές ενέργειας και να είναι σε θέση να τις αξιοποιούν (γ) να περιγράφουν, εξηγούν και προβλέπουν την ενεργειακή συμπεριφορά οικιακών τεχνολογικών συστημάτων. / In this thesis, the results of a research concerning the planning, application and evaluation of a teaching sequence as far as the concept of energy is concerned, are featured. This teaching sequence is addressed to forth grade pupils of Greek primary schools and it relies on the principles of ‘innovative’ and ‘constructive’ approach for the teaching and learning of science. On one hand, the epistemological features of the conceptual content of the sequence are being examined and on the other hand, it is argued whether pupils can be led to developing cognitive progress on this specific issue. According to the findings of this research, it is estimated that the ‘model of energy chains’ is scientifically valid and compatible to the cognitive capabilities of the pupils. It is an effective teaching model which transforms the scientific knowledge into school knowledge. More specifically, there are indications that the pupils, after completing this teaching course are capable of developing an energy model which is both qualitative and quantitative, so as to be able to: (a) describe the function of simple technological systems which include electrical phenomena, by using the concept of energy, (b) to recognize renewable energy and be able to utilize them (c) describe, explain and predict the energy behaviour of domestic technological systems.