The diploma thesis deals with the development of algorithmic thinking among the lower-secondary students as one of their digital competences. It is based on the principle of algorithmic thinking related to the concept of computational thinking and it searches for the ways how to develop it in pupils. The theoretical part is supported by Skinner's concept of programmed learning and with the help of gamification proposes the research based on the students' observation in one school year in which the competence is developed. The raised issue is solved by setting a complex set of teaching materials and learning activities (both in the digital environment and unplugged activities) and their partial transfer into the teaching to a virtual, algorithmic environment of the specially designed application called Prográmko. The goal of the thesis is the analysis of the possibilities of how to include the gamification and the programmed learning into the practice of the development of algorithmic thinking taught at the lower-secondary schools. The research also evaluates the applicability of the application Prográmko and the proposed set of materials provided with methodological guidelines in the practice.

The purpose of this research is to program cycles or units of study which may be used with the Cyclo-Teacher Learning Aid, a commercial teaching machine produced by the Field Enterprises Educational Corporation of Chicago. The program will consist of the mechanics of music and will be designed for use with the seven- and eight-year-old child in primary choirs of the graded choir program of Southern Baptist churches.

The relevance of the research is due to the realization of new educational technologies in the system of general education, including programmed learning. The main drawback of the development of training programs is the imperfection in IT-technologies. The purpose of the master's thesis is to create a programmed learning system. The novelty of the thesis is obtaining a package of semi-formalized and mathematical models of an automated system of programmed learning. Training programs applied in the educational process and showed an increase in the level of student learning. / Актуальность темы обусловлена реализацией в системе общего образования новых педагогических технологий, одна из которых – программированное обучение. При этом основной недостаток разработки обучающих программ – несовершенство в поддержке ИКТ. Целью магистерской диссертации является создание системы программированного обучения. Научная новизна работы заключена в получении пакета полуформализованных и математической моделей автоматизированной системы программированного обучения. На основании этих моделей получены обучающие программы, примененные в учебном процессе и показавшие рост уровня обученности учащихся. Экономическая эффективность предлагаемого решения доказана методом NPV: прогнозируемое значение показателя NPV за 12 месяцев реализации проекта перешло нулевой порог.

Made available in DSpace on 2016-04-28T20:56:19Z (GMT). No. of bitstreams: 1 Elisabete Honorio Custodio Cezar.pdf: 5116283 bytes, checksum: 3466b870d377071b29fc6faa9d47a642 (MD5) Previous issue date: 2010-11-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The failure of school continues to be part of the reality of our country, mainly in elementary school in São Paulo. Many students present performance deficient, so we need to search new methodologies to help students. Behavioral researchers have conducted studies based on the equivalence of stimuli model, with positive results. The present work proposes to teach adequate use of verbs to 20 students retained at the end of the elementary school. The teaching program is based in the equivalence of stimuli model and was applied with educational software Mestre® (Goyos e Almeida, 1996). First, there was the assessment of the Repertoire of Verbal Agreement by the Repertoire in Verbal Agreement (DRCV) which evaluated different relationships between name/number/pronoun/person of verbal/verb conjugation present perfect/past tense/ future with regular conjugation. Some relations were teached and, after than, emergence of other not trained and held the Test of Generalization for other verbs not taught. Finally, the DRCV was applied again, to measure performance after the experimental treatment. Comparing the prior performance with performance obtained with of the teaching procedure, except one participant, all the others presented have improved performance, getting the desirable goal, which was 80% correct answer at their least. The results show the adequate use of relations between name, number, pronoun, person of verbal conjugation by participants and point out that equivalence relations can be use with efficacy to improve the adequate use of verbs by individuals / O fracasso escolar continua a fazer parte da realidade de nosso país, principalmente em alunos concluintes do Ciclo II do Ensino Fundamental. Muitos apresentam desempenho deficitário para a relação série/idade, por isso é necessário realizar pesquisas com novas metodologias que auxiliem os alunos em seu aprendizado. Pesquisadores da abordagem comportamental têm realizados estudos baseados no paradigma de equivalência de estímulos, com resultados positivos. O presente trabalho teve como propósito aplicar uma programação de ensino de Concordância Verbal em alunos retidos no final do Ciclo II do Ensino Fundamental, tendo como base o paradigma de equivalência de estímulos e utilizando o software educativo Mestre® (Goyos e Almeida, 1996). Participaram 20 alunos do Ensino Fundamental de uma escola estadual da grande São Paulo. Inicialmente, ocorreu a avaliação do repertório de Concordância Verbal, por meio do Diagnóstico do Repertório em Concordância Verbal (DRCV), no qual se avaliaram diferentes relações entre nome/número/pronome/pessoa da conjugação verbal/verbo no presente/verbo no pretérito perfeito/ verbo no futuro do presente, sendo os verbos no Modo Indicativo com terminações AR, ER, IR com conjugação regular. Ocorreu o ensino de diferentes relações, e testou-se a emergência de outras relações não treinadas e realizou-se o Teste de Generalização para outros verbos não ensinados. Por fim, reaplicou-se o instrumento de avaliação do repertório de Concordância Verbal após encerrado o procedimento de ensino. Comparando o desempenho prévio com o apresentado após finalizado o ensino programado, verificou-se que todos os participantes melhoraram o desempenho, sendo que, com exceção de um deles, todos chegaram ao patamar desejável de 80% de acertos no mínimo. Os resultados mostrando o uso adequado das relações entre nome, número, pronome, pessoa da conjugação verbal e declinações do verbo pelos participantes, evidenciam que propostas de ensino com base na equivalência de estímulos, são eficazes no aperfeiçoamento do repertório de Concordância Verbal

<p>У&nbsp; докторској&nbsp; дисертацији&nbsp; је&nbsp; најпре&nbsp; сагледана&nbsp; теоријска&nbsp; основа&nbsp; програмиране&nbsp; наставе&nbsp; и&nbsp;проучена&nbsp; њена&nbsp; заступљеност&nbsp; у&nbsp; настави&nbsp; природних&nbsp; наука.&nbsp; Након&nbsp; тога&nbsp; је&nbsp; реализовано&nbsp; педагошко&nbsp;истраживање&nbsp; са&nbsp; паралелним&nbsp; групама(експерименталном&nbsp; и&nbsp; контролном)&nbsp; током&nbsp; кога&nbsp; је&nbsp; сагледана&nbsp;ефикасност&nbsp; примене&nbsp; програмиране&nbsp; наставе&nbsp; уз&nbsp; помоћ&nbsp; компјутера(ПУПК)&nbsp; у&nbsp; настави&nbsp; биологије&nbsp; у&nbsp;односу&nbsp; на&nbsp; традиционалну&nbsp; наставу.&nbsp; Експеримент&nbsp; је&nbsp; реализован&nbsp; на&nbsp; узорку&nbsp; од214&nbsp; ученика(106&nbsp;ученика&nbsp; у&nbsp; Е&nbsp; групи&nbsp; и108&nbsp; ученика&nbsp; у&nbsp; К&nbsp; групи).&nbsp; Ученици&nbsp; Е&nbsp; групе&nbsp; су&nbsp; садржаје&nbsp; наставне&nbsp; подтеме&nbsp;Хордати&nbsp; према&nbsp; програму&nbsp; биологије&nbsp; у6.&nbsp; разреду&nbsp; основне&nbsp; школе&nbsp; током19&nbsp; часова&nbsp; реализовали&nbsp;применом&nbsp; програмиране&nbsp; наставе&nbsp; уз&nbsp; помоћ&nbsp; компјутера,&nbsp; док&nbsp; су&nbsp; ученици&nbsp; контролнe&nbsp; групе&nbsp; исте&nbsp;садржаје у исто време обрадили традиционалном наставом.&nbsp;</p><p>Инструменти&nbsp; примењени&nbsp; у&nbsp; истраживању&nbsp; су&nbsp; иницијални&nbsp; тест,&nbsp; финални&nbsp; тест&nbsp; и&nbsp; ретест.&nbsp; Свa&nbsp;три&nbsp; теста су обухваталa питања из три когнитивна домена(нивоа знања):&nbsp; ниво&nbsp; познавања чињеница&nbsp;(нивоI), ниво разумевања појмова(нивоII) и ниво анализе и резоновања&minus; примене знања(нивоIII).&nbsp;Осим тестова знања инструмент коришћен у истраживању је анкета за ученике Е групе и наставнике&nbsp;биологије&nbsp; о&nbsp; примени&nbsp; ПУПК&nbsp; у&nbsp; настави&nbsp; биологије&nbsp; у&nbsp; основној&nbsp; школи.&nbsp; Статистичка&nbsp; обрада&nbsp; података&nbsp;добијених на тестовима знања и анкетама извршена је применом програмског пакетаSPSS 14.0.&nbsp;</p><p>Експериментална&nbsp; и&nbsp; контролна&nbsp; група&nbsp; ученика&nbsp; су&nbsp; уједначене&nbsp; на&nbsp; почетку&nbsp; истраживања&nbsp; према&nbsp;општем&nbsp; успеху, оцени из биологије и резултатима иницијалног теста. Просечно постигнуће&nbsp; ученика&nbsp;Е групе на иницијалном тесту било је68,18 поена, а ученика К групе68,80 поена. Остварена разлика&nbsp;између&nbsp; две&nbsp; групе&nbsp; на&nbsp; иницијалном&nbsp; тесту&nbsp; није&nbsp; статистички&nbsp; значајна.&nbsp; Након &nbsp; реализације&nbsp; наставне&nbsp;подтеме&nbsp; Хордати&nbsp; применом&nbsp; различитих&nbsp; одела&nbsp; наставе&nbsp; у&nbsp; Е&nbsp; и&nbsp; К&nbsp; групи&nbsp; ученици&nbsp; обе&nbsp; групе&nbsp; су&nbsp;тестирани&nbsp; финалним&nbsp; тестом&nbsp; знања.&nbsp; На&nbsp; финалном&nbsp; тесту&nbsp; ученици&nbsp; Е&nbsp; групе&nbsp; имали&nbsp; су&nbsp; просечно&nbsp;постигнуће85,82 поена, а ученици К групе68,87 поена. Након90 дана ученици обе групе тестирани&nbsp;су истим тестом(ретестом). Ученици Е групе имали су на ретесту просечно остигнуће85,16 поена,&nbsp;а&nbsp; ученици&nbsp; К&nbsp; групе67,71&nbsp; поена.&nbsp; Анализа&nbsp; резултата&nbsp; финалног&nbsp; теста&nbsp; и&nbsp; ретеста&nbsp; је&nbsp; показала&nbsp; да&nbsp; су&nbsp;ученици&nbsp; Е&nbsp; групе&nbsp; остварили&nbsp; већи&nbsp; квантитет&nbsp; и&nbsp; квалитет&nbsp; знања&nbsp; на&nbsp; сва&nbsp; три&nbsp; когнитивна&nbsp; домена&nbsp; и&nbsp; на&nbsp;тестовима знања&nbsp; у&nbsp; целини,&nbsp; у односу&nbsp; на&nbsp; ученике&nbsp; К групе. Остварене разлике&nbsp; у&nbsp; постигнућу&nbsp; ученика Е&nbsp;и&nbsp; К&nbsp; групе&nbsp; на&nbsp; финалном&nbsp; тесту&nbsp; и&nbsp; ретесту&nbsp; на&nbsp; сва&nbsp; три&nbsp; когнитивна&nbsp; домена&nbsp; и&nbsp; на&nbsp; тестовима&nbsp; у&nbsp; целини&nbsp; у&nbsp;корист&nbsp; Е&nbsp; групе&nbsp; су&nbsp; статистички&nbsp; значајне.&nbsp; Од&nbsp; посебног&nbsp; је&nbsp; значаја&nbsp; знатно&nbsp; бољи&nbsp; резултат&nbsp; ученика&nbsp; Е&nbsp;групе&nbsp; у&nbsp; односу&nbsp; на&nbsp; К&nbsp; групу,&nbsp; у&nbsp; решавању&nbsp; тежих&nbsp; питања&nbsp; и&nbsp; задатака(нивоII&nbsp; иIII)&nbsp; и&nbsp; на&nbsp; финалном&nbsp; тесту&nbsp;и&nbsp; ретесту&nbsp; у&nbsp; целини&nbsp; у&nbsp; односу&nbsp; на&nbsp; иницијални&nbsp; тест,&nbsp; односно&nbsp; испољена&nbsp; већа&nbsp; способност&nbsp; ученика&nbsp; Е&nbsp;групе у решавању комплекснијих питања и задатака у односу на ученике К групе.</p><p>Експериментално&nbsp; доказани,&nbsp; статистички&nbsp; знатно&nbsp; бољи&nbsp; резултати&nbsp; ученика&nbsp; Е&nbsp; групе&nbsp; на&nbsp;тестовима знања(финалном тесту&nbsp; и ретесту)&nbsp; у односу&nbsp; на ученике К групе, као и резултати анкета за&nbsp;ученике&nbsp; Е&nbsp; групе&nbsp; и&nbsp; наставнике&nbsp; биологије&nbsp; препоручују&nbsp; већу&nbsp; заступљеност&nbsp; програмиране&nbsp; наставе&nbsp; уз&nbsp;помоћ&nbsp; компјутера&nbsp; у&nbsp; настави&nbsp; биологије&nbsp; и&nbsp; других&nbsp; природних&nbsp; и&nbsp; друштвених&nbsp; наука&nbsp; на&nbsp; свим&nbsp; нивоима&nbsp;образовања, са циљем повећања њиховог квалитета и ефикасности.</p> / <p>U&nbsp; doktorskoj&nbsp; disertaciji&nbsp; je&nbsp; najpre&nbsp; sagledana&nbsp; teorijska&nbsp; osnova&nbsp; programirane&nbsp; nastave&nbsp; i&nbsp;proučena&nbsp; njena&nbsp; zastupljenost&nbsp; u&nbsp; nastavi&nbsp; prirodnih&nbsp; nauka.&nbsp; Nakon&nbsp; toga&nbsp; je&nbsp; realizovano&nbsp; pedagoško&nbsp;istraživanje&nbsp; sa&nbsp; paralelnim&nbsp; grupama(eksperimentalnom&nbsp; i&nbsp; kontrolnom)&nbsp; tokom&nbsp; koga&nbsp; je&nbsp; sagledana&nbsp;efikasnost&nbsp; primene&nbsp; programirane&nbsp; nastave&nbsp; uz&nbsp; pomoć&nbsp; kompjutera(PUPK)&nbsp; u&nbsp; nastavi&nbsp; biologije&nbsp; u&nbsp;odnosu&nbsp; na&nbsp; tradicionalnu&nbsp; nastavu.&nbsp; Eksperiment&nbsp; je&nbsp; realizovan&nbsp; na&nbsp; uzorku&nbsp; od214&nbsp; učenika(106&nbsp;učenika&nbsp; u&nbsp; E&nbsp; grupi&nbsp; i108&nbsp; učenika&nbsp; u&nbsp; K&nbsp; grupi).&nbsp; Učenici&nbsp; E&nbsp; grupe&nbsp; su&nbsp; sadržaje&nbsp; nastavne&nbsp; podteme&nbsp;Hordati&nbsp; prema&nbsp; programu&nbsp; biologije&nbsp; u6.&nbsp; razredu&nbsp; osnovne&nbsp; škole&nbsp; tokom19&nbsp; časova&nbsp; realizovali&nbsp;primenom&nbsp; programirane&nbsp; nastave&nbsp; uz&nbsp; pomoć&nbsp; kompjutera,&nbsp; dok&nbsp; su&nbsp; učenici&nbsp; kontrolne&nbsp; grupe&nbsp; iste&nbsp;sadržaje u isto vreme obradili tradicionalnom nastavom.&nbsp;</p><p>Instrumenti&nbsp; primenjeni&nbsp; u&nbsp; istraživanju&nbsp; su&nbsp; inicijalni&nbsp; test,&nbsp; finalni&nbsp; test&nbsp; i&nbsp; retest.&nbsp; Sva&nbsp;tri&nbsp; testa su obuhvatala pitanja iz tri kognitivna domena(nivoa znanja):&nbsp; nivo&nbsp; poznavanja činjenica&nbsp;(nivoI), nivo razumevanja pojmova(nivoII) i nivo analize i rezonovanja&minus; primene znanja(nivoIII).&nbsp;Osim testova znanja instrument korišćen u istraživanju je anketa za učenike E grupe i nastavnike&nbsp;biologije&nbsp; o&nbsp; primeni&nbsp; PUPK&nbsp; u&nbsp; nastavi&nbsp; biologije&nbsp; u&nbsp; osnovnoj&nbsp; školi.&nbsp; Statistička&nbsp; obrada&nbsp; podataka&nbsp;dobijenih na testovima znanja i anketama izvršena je primenom programskog paketaSPSS 14.0.&nbsp;</p><p>Eksperimentalna&nbsp; i&nbsp; kontrolna&nbsp; grupa&nbsp; učenika&nbsp; su&nbsp; ujednačene&nbsp; na&nbsp; početku&nbsp; istraživanja&nbsp; prema&nbsp;opštem&nbsp; uspehu, oceni iz biologije i rezultatima inicijalnog testa. Prosečno postignuće&nbsp; učenika&nbsp;E grupe na inicijalnom testu bilo je68,18 poena, a učenika K grupe68,80 poena. Ostvarena razlika&nbsp;između&nbsp; dve&nbsp; grupe&nbsp; na&nbsp; inicijalnom&nbsp; testu&nbsp; nije&nbsp; statistički&nbsp; značajna.&nbsp; Nakon &nbsp; realizacije&nbsp; nastavne&nbsp;podteme&nbsp; Hordati&nbsp; primenom&nbsp; različitih&nbsp; odela&nbsp; nastave&nbsp; u&nbsp; E&nbsp; i&nbsp; K&nbsp; grupi&nbsp; učenici&nbsp; obe&nbsp; grupe&nbsp; su&nbsp;testirani&nbsp; finalnim&nbsp; testom&nbsp; znanja.&nbsp; Na&nbsp; finalnom&nbsp; testu&nbsp; učenici&nbsp; E&nbsp; grupe&nbsp; imali&nbsp; su&nbsp; prosečno&nbsp;postignuće85,82 poena, a učenici K grupe68,87 poena. Nakon90 dana učenici obe grupe testirani&nbsp;su istim testom(retestom). Učenici E grupe imali su na retestu prosečno ostignuće85,16 poena,&nbsp;a&nbsp; učenici&nbsp; K&nbsp; grupe67,71&nbsp; poena.&nbsp; Analiza&nbsp; rezultata&nbsp; finalnog&nbsp; testa&nbsp; i&nbsp; retesta&nbsp; je&nbsp; pokazala&nbsp; da&nbsp; su&nbsp;učenici&nbsp; E&nbsp; grupe&nbsp; ostvarili&nbsp; veći&nbsp; kvantitet&nbsp; i&nbsp; kvalitet&nbsp; znanja&nbsp; na&nbsp; sva&nbsp; tri&nbsp; kognitivna&nbsp; domena&nbsp; i&nbsp; na&nbsp;testovima znanja&nbsp; u&nbsp; celini,&nbsp; u odnosu&nbsp; na&nbsp; učenike&nbsp; K grupe. Ostvarene razlike&nbsp; u&nbsp; postignuću&nbsp; učenika E&nbsp;i&nbsp; K&nbsp; grupe&nbsp; na&nbsp; finalnom&nbsp; testu&nbsp; i&nbsp; retestu&nbsp; na&nbsp; sva&nbsp; tri&nbsp; kognitivna&nbsp; domena&nbsp; i&nbsp; na&nbsp; testovima&nbsp; u&nbsp; celini&nbsp; u&nbsp;korist&nbsp; E&nbsp; grupe&nbsp; su&nbsp; statistički&nbsp; značajne.&nbsp; Od&nbsp; posebnog&nbsp; je&nbsp; značaja&nbsp; znatno&nbsp; bolji&nbsp; rezultat&nbsp; učenika&nbsp; E&nbsp;grupe&nbsp; u&nbsp; odnosu&nbsp; na&nbsp; K&nbsp; grupu,&nbsp; u&nbsp; rešavanju&nbsp; težih&nbsp; pitanja&nbsp; i&nbsp; zadataka(nivoII&nbsp; iIII)&nbsp; i&nbsp; na&nbsp; finalnom&nbsp; testu&nbsp;i&nbsp; retestu&nbsp; u&nbsp; celini&nbsp; u&nbsp; odnosu&nbsp; na&nbsp; inicijalni&nbsp; test,&nbsp; odnosno&nbsp; ispoljena&nbsp; veća&nbsp; sposobnost&nbsp; učenika&nbsp; E&nbsp;grupe u rešavanju kompleksnijih pitanja i zadataka u odnosu na učenike K grupe.</p><p>Eksperimentalno&nbsp; dokazani,&nbsp; statistički&nbsp; znatno&nbsp; bolji&nbsp; rezultati&nbsp; učenika&nbsp; E&nbsp; grupe&nbsp; na&nbsp;testovima znanja(finalnom testu&nbsp; i retestu)&nbsp; u odnosu&nbsp; na učenike K grupe, kao i rezultati anketa za&nbsp;učenike&nbsp; E&nbsp; grupe&nbsp; i&nbsp; nastavnike&nbsp; biologije&nbsp; preporučuju&nbsp; veću&nbsp; zastupljenost&nbsp; programirane&nbsp; nastave&nbsp; uz&nbsp;pomoć&nbsp; kompjutera&nbsp; u&nbsp; nastavi&nbsp; biologije&nbsp; i&nbsp; drugih&nbsp; prirodnih&nbsp; i&nbsp; društvenih&nbsp; nauka&nbsp; na&nbsp; svim&nbsp; nivoima&nbsp;obrazovanja, sa ciljem povećanja njihovog kvaliteta i efikasnosti.</p> / <p>The first part of doctoral thesis gives a theoretical basis for programmed classes and studies the&nbsp;presence of such classes in teaching of natural sciences. After that, pedagogical research was conducted&nbsp;with parallel groups (an experimental one and a control one) during which the efficiency of applying&nbsp;computer assisted programmed learning (CAPL) in biology classes was analysed in relation to the&nbsp;traditional classes. The experiment was realised onthe sample of 214 students (of which 106 were in the&nbsp;experimental group and 108 in the control group). With the students from the experimental group, 19&nbsp;lessons of&nbsp; Chordates&nbsp; teaching subunit, placed in the 6th&nbsp;grade of primary school according to the&nbsp;programme for biology, was done by using computer assisted programmed learning, while the students&nbsp;form the control group covered the same content in a traditional way.</p><p>Instruments used in the research were: initial test, final test and retest. All three tests included&nbsp;questions from three cognitive domains (levels of knowledge): the level of knowing the facts (level I), the&nbsp;level of understanding concepts (level II) and the&nbsp; level of analysis and reasoning &ndash; applying knowledge&nbsp;(level III). Apart from tests, &nbsp;questionnaires for the students from the experimental group and for biology&nbsp;teachers &nbsp;on application of CAPL in teaching biologyin primary schools were used as another research&nbsp;instrument. Statistical processing of data obtainedfrom the tests and questionnaires was done by using&nbsp;SPSS 14.0 software package.&nbsp;</p><p>Both experimental and control student groups were balanced at the beginning of research&nbsp;according to overall success in school, grade from&nbsp; Biology and the results of the initial test. The average&nbsp;score of students from the experimental group on the initial test was 68.18 points, while the average&nbsp; score&nbsp;of students from control group was 68.80 points. The difference in results from the initial test for the two&nbsp;groups is not statistically significant. After realisation of the Chordates teaching subunit, by &nbsp;pplying&nbsp;different teaching methods in experimental and control groups, the students from both groups were tested in&nbsp;the final test. The average score of students from the experimental group on the final test was 85.82 points,&nbsp;while the average score of students from control group was 68.87 points. After 90 days, the students of both&nbsp;groups were tested with the same test (retest). Theaverage score of students from the experimental group&nbsp;on the retest was 85.16 points, while the average score of students from control group was 67.71 points.&nbsp;The analysis of the results from the final test andretest has shown that the students from the experimental&nbsp;group achieved higher quality and quantity of knowledge in all three cognitive domains and on the tests as&nbsp;a whole, in relation to the students from the control group. The differences in achievement of the students&nbsp;from experimental and control groups on final test&nbsp; and retest in all three cognitive domains and on tests as&nbsp;whole are statistically significant in favour of the experimental group. It is also important to observe the&nbsp;significantly better result of the students from the experimental group in relation to the control group, in&nbsp;answering harder questions (levels II and III), both on the final tests and retest as a whole, in relation to the&nbsp;initial test, i.e. students from the experimental group showed greater competence in solving complex&nbsp;questions and tasks in relation to the students from the control group.</p><p>Experimentally proved, statistically significant better results of the students from the experimental&nbsp;group on tests (final test and retest) in relation to the students from the control group, as well as&nbsp; the results&nbsp;of questionnaires for students of the experimental group and biology teachers, recommend greater presence&nbsp;of computer assisted programmed learning and classes of other natural sciences and humanities on all levels&nbsp;of education, with aim to increase their quality and efficiency.</p>

Made available in DSpace on 2016-06-02T19:45:57Z (GMT). No. of bitstreams: 1 DissABL.pdf: 6341606 bytes, checksum: 16c0c100fd3c16c4089f0b78475d5ef7 (MD5) Previous issue date: 2007-02-28 / Universidade Federal de Sao Carlos / The present study investigated the effects of the training of psychology students in the application of a software developed for teaching reading skills to children with reported academic failure. This training was composed by teaching conditions proposed from the elaboration of a teaching program. These conditions was developed for promoting those children s learning, based on a technology derived from the experimental analysis of behavior in the context special education. For the implementation of the training, the students were presented with different suggested teaching conditions: presentation of the exercises in the classroom; visit to the laboratory, which included a presentation of how the computerized program works; simulation of settings in which the program was applied; participative supervision of the participant s performance; reading of the manual with written instructions. A follow up on the upholding of learning in the participant s performance was also performed with no direct interference by the experimenter (final observation). The teaching conditions were assessed in terms of the contribution of each condition in the development of educational capabilities in the participants, as well as in terms of possibilities of improvement of each condition. The target behaviors (skills to be developed in the participants) were observed and recorded in terms of occurrence, non-occurrence, or aided occurrence; a different set of target behaviors were recorded as they occurred during the sessions of application of the software. The results from 22 participants that were presented with the different conditions of the training program were grouped by the 10 possible sequences of presentation of the conditions. In general, all participants showed an increase in the percentage of target behaviors performed, with a decrease in the percentage of occurrence and aided occurrence recorded between the first and the last condition. In addition, was analyzed the conditions individually (simulation, supervision and final observation) independent of the sequence of conditions to which they were presented. An evaluation of the teaching conditions by the participants was also used, with the assessment of their opinion on the positive and negative aspects of the training. The main conclusions on the relative contribution of each condition were: the simulation condition seemed to be more efficient in reducing the frequency of non-occurrence of the target behaviors; the supervision condition seemed to be more efficient in reducing aided occurrence of the target behaviors; it was not possible to make inferences about the impact of reading the manual, as participants that were not presented with this condition had a similar performance when compared with the participants the were presented with that condition performance of the participants was unstable, which suggests the need for revising relevant aspects to the development of teaching programs; the number of sessions might have played a more important role in the participants performance than the sequence of conditions to which they were presented. Finally, the present study raised important issues to be considered in the training of new agents, and suggests further experiments to investigate the limitations observed. / Este estudo investigou o impacto da capacitação de estudantes de Psicologia na aplicação de um programa informatizado, software especialmente desenvolvido para ensinar leitura e escrita a crianças com histórico de fracasso escolar. A capacitação foi composta por diferentes condições de ensino, as quais foram propostas a partir da elaboração de um programa de ensino desenvolvido para promover a aprendizagem dos estudantes; a proposta teve como base a tecnologia derivada da Análise Experimental do Comportamento e sua aplicação no contexto da Educação Especial. Para a implementação do programa de capacitação, os participantes do estudo foram exposto às diferentes condições de ensino propostas, sendo: apresentação das atividades em sala de aula; visita ao laboratório com demonstração do funcionamento do programa informatizado; simulação de situações de aplicação do programa informatizado; monitoramento participativo do desempenho dos participantes; leitura do manual com instruções escritas. Houve ainda uma situação em que foi feita a observação da manutenção da aprendizagem, sem interferência direta do pesquisador no desempenho dos participantes (observação final). As condições de ensino foram avaliadas em termos da contribuição de cada uma delas para desenvolver competências educativas nos participantes, bem como para obter subsídios para o aperfeiçoamento destas condições. Os comportamentos-alvo (habilidades a serem desenvolvidas nos participantes) foram observados e registrados conforme sua ocorrência, não-ocorrência ou ocorrência com ajuda de outra pessoa; um outro conjunto de comportamentos-alvo foi registrado conforme a freqüência de ocorrência durante as sessões de aplicação do programa informatizado. Os resultados são de 22 participantes nas diferentes condições do programa de capacitação, agrupados de acordo com as seqüências de apresentação das condições pelas quais eles passaram, num total de dez seqüências dentre as possíveis combinações. De modo geral, todos os participantes apresentaram aumentos nas percentagens de ocorrência dos comportamentos-alvo e redução de não-ocorrência e ocorrência com ajuda entre a primeira e a última condição observada. Foi analisado ainda, o desempenho dos participantes em cada condição isoladamente (simulação, monitoramento e observação final), independente da seqüência de condições realizada por eles. Ocorreu, também, uma avaliação feita pelos participantes sobre as condições de ensino e os aspectos positivos e negativos da capacitação. As principais conclusões sobre o grau de contribuição das diferentes condições, a partir dos dados de desempenho dos participantes foram: a condição de simulação parece ter sido mais eficaz na redução da não-ocorrência dos comportamentos-alvo; a condição de monitoramento parece ter sido mais eficaz na redução da ocorrência dos comportamentos-alvo com ajuda; não foi possível concluir o impacto da condição de Leitura do Manual, já que participantes que não foram expostos a essa condição tiveram um desempenho semelhante a outros participantes que foram expostos a essa condição; houve variações de desempenho dos participantes que pode indicar a necessidade de rever aspectos relevantes para a construção de Programas de Ensino; o número de sessões realizadas pelos participantes parece ter tido maior impacto no desempenho dos participantes do que a seqüência de condições realizadas por eles. Por fim, há a indicação de aspectos importantes a serem considerados na capacitação de novos agentes, com sugestões de estudos futuros para investigar algumas limitações encontradas neste estudo.