Made available in DSpace on 2016-06-02T19:46:08Z (GMT). No. of bitstreams: 1 2499.pdf: 6093568 bytes, checksum: 2439d3458892a6d73470eba34c28d75d (MD5) Previous issue date: 2009-04-20 / Universidade Federal de Sao Carlos / The goal of this study was to develop a program of object-playing tasks to teach nameobject relations, and to verify its effects on learning reading and writing. To teach reading participants were exposed to a computerized teaching program based on the stimulus equivalence paradigm. Thirteen students, aged seven to ten years old, participated in both teaching and object-playing tasks. These tasks were organized in three conditions. Condition one (Object) taught objects naming and the second Condition (Ilustration) taught pictures naming. In both conditions, the tasks made use of words that were taught in the reading and writing procedure. The third condition (Control) taught picture naming as well; however, these pictures were different from those used in the teaching program. Nine words were taught, three familiar, three nonfamiliar and three pseudo-words. The object-playing tasks were always completed before the teaching phases that targeted non-familiar and pseudo-words. Four students were assigned to the Object Condition, four were assigned to the Illustration Condition, and five were assigned the Control Condition. A multiple baseline design across words was used for the analysis of individual performances in reading acquisition. The number of assessment sessions varied across participants, from 11 to 54 sessions. This meant that participants had to be exposed to many sessions of retraining. It was observed that, regardless the teaching condition, the number of teaching sessions was fewer for learning familiar words than it was for learning non-familiar and pseudo words, which suggests that familiarity is a relevant variable in the reading acquisition. All participants learned to name the objects or pictures that represented the aimed words of this study, implying that object-playing tasks were efficient to teach the name-object relations. However, the results did not indicate differences between Object and Illustration conditions concerning reading acquisition. These results also suggest that the material format did not have a critical influence on the number of assessment sessions completed by participants. Instead, the critical variable on reading acquisition was the establishment of matching printed to dictated words from which reading emerged. / O objetivo deste estudo foi desenvolver um programa de atividades recreativas para ensino de relações nome-objeto e verificar seus efeitos na aprendizagem de leitura e escrita em um programa informatizado baseado no paradigma de equivalência de estímulos. Treze alunos, com idades entre sete e dez anos, participaram de atividades de ensino informatizadas e de atividades recreativas. Essas atividades foram organizadas em três condições para ensinar a nomeação de objetos (Condição Objetos) ou figuras (Condição Ilustrações) referentes às palavras para as quais eram ensinados os repertórios de leitura e escrita ou ensinar a nomeação de figuras referentes a um conjunto de palavras que não eram empregadas no procedimento de ensino de leitura (Condição Controle). Foram ensinadas nove palavras, três familiares, três nãofamiliares e três pseudo-palavras. Antes dos passos de ensino das palavras nãofamiliares e pseudo-palavras eram realizadas as atividades recreativas. Quatro alunos foram expostos à Condição Objetos, quatro à Condição Ilustrações e cinco alunos à Condição Controle. Para a análise dos desempenhos individuais quanto à aquisição de leitura foi empregado um delineamento de linha de base múltipla entre palavras. O número de passos de avaliações realizados até atingir o critério de 100% de acertos nas tarefas de leitura, nomeação de figuras e leitura com compreensão variou entre os alunos, entre um mínimo de 11 e o máximo de 54 avaliações, o que significa que foi necessária uma grande quantidade de re-treinos. Independente da condição de ensino, a aprendizagem de leitura foi mais rápida para palavras familiares, requerendo mais tempo para palavras não-familiares e mais ainda para pseudo-palavras, confirmando que a familiaridade é uma variável relevante para a aquisição de leitura. Todos os alunos aprenderam a nomear os objetos ou figuras representativos das palavras alvo do estudo, sugerindo que as atividades recreativas foram eficazes no ensino das relações nomeobjeto, mas os resultados não indicaram diferenças na aprendizagem de leitura quanto às condições Objetos ou Ilustrações. Os resultados sugerem que a forma do material não exerceu papel crítico. A variável crítica para a aquisição de leitura continuou sendo o estabelecimento das relações palavra impressa palavra falada das quais derivam a emergência de leitura.

Datalager används för att ge företag en samlad bild av sin verksamhet, en bild som byggs upp av analytikers statistiska beräkningar och modeller. Analytiker arbetar i datalager med hjälp av olika analysverktyg, och begränsas av dessa verktygs möjligheter att ge en förståelse av datalagrets uppbyggnad och funktion, och av möjligheterna att hitta rätt analysdata. Arbetet med att hitta och analysera data är en iterativ problemlösningsprocess för att få fram det önskade resultatet. Visualiseringar kan fungera som ett verktyg i arbetet och stödja användares beslutsfattande. Denna kvalitativa fallstudie syftar till att undersöka hur visualisering kan användas som ett stöd för marknads- och kreditanalytikers datalagerarbete. Studien använde användarcentrerade metoder för att undersöka analytikers arbete i ett datalager. Femton kunskapsuppgifter identifierades som mål för visualiseringsstöd i analytikers datalagerarbete. Ett analysorienterat och ett systemorienterat strukturförslag för visualiseringar värderades med dessa kunskapsuppgifter som viktade mål. Av kunskapsuppgifterna är den viktigaste att koppla analysuppgifter till systemstruktur. Det kräver att visualiseringsstödet erbjuder en analysorienterad struktur initialt och blir alltmer systemorienterat i takt med att den intressanta informationsmängden definieras. Användarcentrerade metoder användes för att identifiera kunskapsuppgifter. Studien visar att dessa kunskapsuppgifter kan användas som designmål för värdering av visualiseringsstöd.

Cette recherche se situe dans le domaine de la didactique des langues. Elle s’appuie sur une expérience d’enseignement du français à travers la mise en place d’un projet d’arts du cirque menée en classe d’initiation (CLIN). L’hypothèse est que les activités de cirque, par les émotions qu’elles mettent en jeu et les situations de communication qu’elles développent, sont déclencheuses d’une prise de parole spontanée et ont un effet positif sur la production orale des apprenants en L2. Les étapes de réalisation du projet tiennent compte de l’évolution de la place des émotions dans la pratique de cette activité artistique : Se mouvoir pour s’émouvoir ; Voir et s’émouvoir ; Donner à voir pour émouvoir. L’analyse des tâches mises en place à la lumière des théories de l’acquisition des langues permet de mesurer leur impact sur le développement de la production orale des apprenants en français. L’analyse de la production orale ainsi que de l’investissement des apprenants dans le projet et des émotions qu’ils ont exprimées, permet de mettre en évidence certains éléments du rapport émotion/investissement/acquisition d’une L2. En mesurant la portée et les limites de cette étude, je peux proposer quelques perspectives et conseils pour la mise en place d’un projet cirque visant l’acquisition d’une L2. / This research is situated in the field of language teaching. It is based on an experience of teaching French through a circus arts project, conducted in a primary school with a group of children aged 6 to 11, recently arrived in France. The hypothesis is that circus activities through the emotions involved and the implied situations of communication lead to spontaneous speech and have a positive effect of L2 oral production. The steps of the project take into account the evolution of emotions developed in these artistic activities: - Move to feel moved - See and feel moved – Give to see for spectators to feel moved. The analysis of the tasks in the light of language acquisition theories leads to a better understanding of the impact of this project on learners’ oral production of French. The analysis of the oral production, the examination of the investment of learners in the project and of emotions they expressed, allow me to highlight certain elements of the link between emotion, investment and L2 acquisition. After measuring the scope and limits of this study, I can suggest a few perspectives and advice for the establishment of a circus project involving L2 acquisition.

Denna kvantitativa forskningsrapport inriktar sig på hur elever uppfattar sin egen matematiska förmåga, vilken grad av tilltro eleverna har till sin förmåga och hur de presterar i matematikämnet med särskilt fokus på metod- och problemlösningsuppgifter. Den litteratur som ligger till grund för studien baseras på vad det innebär att tro på sin egen förmåga, förmågan att kunna värdera sig själv och sin förmåga samt matematikuppgifters betydelse för skapandet av självuppfattning och tilltro till den egna förmågan. Den forskningsmetod som används för att kunna besvara studiens frågeställningar är av kvantitativ karaktär och består av ett självskattningsformulär där syftet är att synliggöra elevernas grad av tilltro till den egna matematiska förmågan samt ett tillhörande matematiktest där eleverna löser metod- och problemlösningsuppgifter. Lösningsfrekvensen av de olika uppgiftstyperna analyseras i relation till elevernas grad av tilltro. Studien genomsyras av ett socialpsykologiskt perspektiv och resultatet teoretiseras genom att utgå från den socialpsykologiska teorin om själveffektivitet samt symbolisk interaktionism. För att analysera sambanden har materialet även analyserats ur ett statistiskt perspektiv genom analysverktyget SPSS. Resultatet av studien visar att det verkar finnas ett samband mellan elevernas grad av tilltro till sin matematiska förmåga och hur de presterar i både metod- och problemlösningsuppgifter. / This quantitative study focuses on how students perceive their own mathematical ability, what degree of confidence students have in their ability and how they perform in mathematical tasks that focuses on method and problem solving ability. The literature underlying the study is based on the importance of believing in your own ability, the ability to assess yourself and your ability, and the importance of mathematics to maintain and create opportunity to develop self-perception and confidence in your own ability. The research method used to answer the questions of the study is of a quantitative nature and consists of a self-assessment form that aims to visualize the students' degree of confidence in their own mathematical ability and a mathematics test where students solve method and problem solving tasks. The dissolution rate of the different types of tasks is analyzed in relation to the students' degree of confidence. The study is pervaded by a social psychological perspective and the result is theorized by starting from the social psychological theory of self-efficacy as well as symbolic interactionism. To analyze the relationships, the material has also been analyzed from a statistical perspective, using the SPSS analyzing tool. The result of the study shows that there seems to be a connection between the students' degree of confidence in their mathematical ability and how they perform in both method and problem solving tasks.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this work was to evaluate the effects of HgCl2 exposure in drinking water in pregnant and/or lactating rats and their offspring. Still, it evaluated if the HgCl2 intravenous exposure as well as the renal damage induced by this exposure altered the offspring mercury content. The drinking water (v.o.) HgCl2 exposure protocol was as follows: Female Wistar rats were exposed to HgCl2 (0, 0.2, 0.5, 10 and 50 μg Hg2+/mL) from gestation day 0 until 20 or until the last day of lactation. Every two days, the mercury solutions were changed, food and water intake and rats weight were analyzed. The offspring was killed on gestation day 20 and on the post-natal days 10, 20, 30 and 40. Tissues weight, essential metal homeostasis, mercury content and biochemical parameters were evaluated. Behavioral tasks were carried out on post-natal days 3, 5, 7, 9 and 11 (negative geotaxis test) and 17, 18, 19 and 20 (beaker test). The intravenous (i.v.) HgCl2 exposure protocol was as follows: Female Wistar rats were exposed to HgCl2 (0.5 and 2.5 μmol HgCl2/kg/2 mL) on gestation day 20 and killed 6 h later or on gestation day 18 and killed 48 h later. Hg maternal and fetal distribution and renal damage through histology and biochemical and molecular markers were evaluated. Dams exposed to HgCl2 v.o. presented water intake decreased. The exposure to 50 μg Hg2+/mL caused an increase in relative renal weight. Animals exposed to 10 and 50 μg Hg2+/mL presented an increase in renal and hepatic Cu and Zn levels, respectively, and mercury accumulation (pregnant rats); and, an increase in total thiol and metallothionein renal levels (lactating rats). The offspring only presented an increase in hepatic porfobilinogensynthase activity (fetuses) and in relative renal weight (post-natal day 20). The pregnant rats exposed i.v. to HgCl2 presented the greater mercury accumulation in kidney in both periods analyzed; although 48 h after the exposure the Hg levels were lower than at 6 h. The exposure to 2.5 μmol HgCl2/kg/2 mL caused an increase in serum creatinine levels and in Kim-1 renal expression as well as renal histology alterations. The placental and fetal Hg did not change in both periods analyzed; the increase in fetal organs Hg levels were dose and time dependent. In conclusion, the exposure to low doses of HgCl2 in drinking water caused mild alterations in dams; also the dam organism was able to handle the Hg avoiding offspring damages; probably, this protection is related with the increase on scavenger molecules (metallothionein, for example) during the pregnancy and lactation. Besides, we verified that when dams were exposed intravenously to HgCl2, the developing organisms (fetuses) were unable to excrete/depurate the Hg. / O objetivo deste trabalho foi avaliar os efeitos da exposição ao HgCl2 na água de beber em ratas prenhas e/ou lactantes e sua prole. Ainda, avaliar se a exposição intravenosa ao HgCl2 assim como o dano renal induzido pela mesma altera a deposição de mercúrio na prole. O protocolo de exposição ao HgCl2 na água de beber (v.o.) foi: as ratas Wistar foram expostas ao HgCl2 (0, 0,2, 0,5, 10 e 50 μg Hg2+/mL) do dia zero de gestação até o dia 20 ou até o final da lactação. A cada dois dias, as soluções de mercúrio eram trocadas, a ingestão de comida e água e o peso das ratas eram avaliados. A prole foi sacrificada no dia 20 de gestação e nos dias pós-natal 10, 20, 30 e 40. Foram analisados o peso dos órgãos, a homeostase de metais essenciais, os níveis de mercúrio e parâmetros bioquímicos. As tarefas comportamentais foram realizadas nos dias pós-natal 3, 5, 7, 9 e 11 (teste do geotactismo negativo) e 17, 18, 19 e 20 (teste do beaker). O protocolo de exposição ao HgCl2 intravenoso (i.v.) foi: as ratas Wistar foram expostas ao HgCl2 (0,5 e 2,5 μmol HgCl2/kg/2 mL) no dia 20 de gestação e sacrificadas 6 h após a exposição ou no dia 18 de gestação e sacrificadas 48 h após a exposição. Foram avaliados a distribuição do Hg nos organismos materno e fetal e o dano renal através de histologia e marcadores bioquímicos e moleculares. As mães expostas ao HgCl2 v.o. apresentaram diminuição na ingestão de água; a exposição a dose de 50 μg Hg2+/mL causou aumento no peso relativo de rim. As doses de 10 e 50 μg Hg2+/mL causaram aumento dos níveis renais de Cu e hepáticos de Zn e acúmulo de mercúrio em rins nas gestantes; e aumento nos níveis renais de tióis totais e de metalotioneínas nas lactantes. A prole exposta ao HgCl2 apresentou aumento da atividade hepática da porfobilinogênio sintase em fetos e aumento do peso relativo de rim no dia pós-natal 20. As ratas expostas ao HgCl2 i.v. apresentaram maior acúmulo de mercúrio em rins 6 e 48 h após a exposição; embora a 48 h da exposição, os níveis já haviam diminuído em relação a 6 h. A dose de 2,5 μmol HgCl2/kg/2 mL i.v. causou aumento nos níveis séricos de creatinina, aumento da expressão da proteína Kim-1 e alterações na histologia de rim. Os níveis de Hg placentário e fetal não diminuíram com o passar das horas após a exposição; nos órgãos fetais, os níveis de Hg apresentaram aumento dependente da dose e do tempo. Em conclusão, a exposição a baixas doses de HgCl2 na água de beber causou alterações brandas nas mães; e o organismo materno parece ter metabolizado o Hg, evitando danos à prole; provavelmente esta proteção está relacionada ao aumento dos níveis de moléculas detoxificantes (metalotioneínas, por exemplo) durante o período gestacional e lactacional. Ainda, verificamos a incapacidade dos organismos em desenvolvimento (fetos) em excretar/depurar os íons Hg quando as mães foram expostas intravenosamente ao metal.

Real-time systems are composed of a set of tasks that must respect some deadlines. We find them in applications as diversified as the telecommunications, medical devices, cars, planes, satellites, military applications, etc. Missing deadlines in a real-time system may cause various results such as a diminution of the quality of service provided by the system, the complete stop of the application or even the death of people. Being able to prove the correct operation of such systems is therefore primordial. This is the goal of the real-time scheduling theory.<p><p>These last years, we have witnessed a paradigm shift in the computing platform architectures. Uniprocessor platforms have given place to multiprocessor architectures. While the real-time scheduling theory can be considered as being mature for uniprocessor systems, it is still an evolving research field for multiprocessor architectures. One of the main difficulties with multiprocessor platforms, is to provide an optimal scheduling algorithm (i.e. scheduling algorithm that constructs a schedule respecting all the task deadlines for any task set for which a solution exists). Although optimal multiprocessor real-time scheduling algorithms exist, they usually cause an excessive number of task preemptions and migrations during the schedule. These preemptions and migrations cause overheads that must be added to the task execution times. Therefore, task sets that would have been schedulable if preemptions and migrations had no cost, become unschedulable in practice. An efficient scheduling algorithm is therefore an algorithm that either minimize the number of preemptions and migrations, or reduce their cost.<p><p>In this dissertation, we expose the following results:<p>- We show that reducing the "fairness" in the schedule, advantageously impacts the number of preemptions and migrations. Hence, all the scheduling algorithms that will be proposed in this thesis, tend to reduce or even suppress the fairness in the computed schedule.<p><p>- We propose three new online scheduling algorithms. One of them --- namely, BF2 --- is optimal for the scheduling of sporadic tasks in discrete-time environments, and reduces the number of task preemptions and migrations in comparison with the state-of-the-art in discrete-time systems. The second one is optimal for the scheduling of periodic tasks in a continuous-time environment. Because this second algorithm is based on a semi-partitioned scheme, it should favorably impact the preemption overheads. The third algorithm --- named U-EDF --- is optimal for the scheduling of sporadic and dynamic task sets in a continuous-time environment. It is the first real-time scheduling algorithm which is not based on the notion of "fairness" and nevertheless remains optimal for the scheduling of sporadic (and dynamic) systems. This important result was achieved by extending the uniprocessor algorithm EDF to the multiprocessor scheduling problem. <p><p>- Because the coding techniques are also evolving as the degree of parallelism increases in computing platforms, we provide solutions enabling the scheduling of parallel tasks with the currently existing scheduling algorithms, which were initially designed for the scheduling of sequential independent tasks. / Doctorat en Sciences de l'ingénieur / info:eu-repo/semantics/nonPublished

Ce travail visait à évaluer le potentiel d’une méthodologie innovante récemment adaptée à la Souris sur la base de tests neuropsychologiques utilisés en clinique humaine. Après optimisation de 3 tâches (PAL, VMCL, PVD) ciblant différentes fonctions cognitives chez l’animal, nos études ont établi : (1) l’existence possible d’interférences proactives lors d’apprentissages consécutifs ; (2) l’absence de déficit d’acquisition chez les souris de la lignée Tg2576 (modèle transgénique de la maladie d’Alzheimer), quelle que soit l’étendue de la charge amyloïde ; (3) l’implication spécifique du striatum dorsal lors de l’acquisition des tâches de VMCL et PAL, et celle de l’hippocampe lors du rappel de cette dernière tâche. Ces derniers résultats suggèrent qu’en dépit des efforts déployés pour s’assurer du caractère translationnel d’une tâche cognitive dans le paradigme du touchscreen, certaines adaptations inhérentes à chaque espèce influencent profondément les bases neurobiologiques associées. / This thesis work aimed to specify the potential of an innovative methodology latterly adapted in mice from neuropsychological tasks used in Humans. After the optimization of 3 assays (PAL, VMCL, PVD) taxing various cognitive functions in animals, different behavioral studies have gradually revealed: (1) the putative existence of proactive interferences over consecutive learnings in touchscreen tasks; (2) no acquisition deficit in Tg2576 mice (a transgenic model of Alzheimer’s Disease) in these paradigms, whatever the amyloid load considered; (3) the specific involvement of the dorsal striatum during the acquisition of VMCL and PAL tasks and the key role of the hippocampus during the recall of the latter task. As exemplified by the PAL task, our results suggest that despite momentous efforts in order to ensure the translational feature of touchscreen cognitive tasks, certain adaptations inherent to each species deeply influence the nature of underlying neurobiological substrates.

Nowadays we can meet instead of the traditional approach to teaching math also Hejný method in schools. The aim of this thesis is to compare two groups of students (traditionally lead and lead by Hejný method) and their strategies for solving problems of the type of equation, and to compare how successful their solutions are. For the group which is taught traditionally, there were chosen the pupils in the 4th and 5th grade of primary school, who used to use the textbook of the series Alter. In the other group there were chosen pupils who use the textbooks by Hejný et al. Before the experiment there had been selected and formulated tasks for the experiment itself. A part of the experiment are also interviews with selected students. KEYWORDS strategy, successful strategy, non-successful strategy, transmisive and constructivistic way of teaching, the type of equation tasks, pupil's solution of the problem

Title: Tutoring of elementary school pupils outside school Summary: The diploma thesis provides complex analysis of pilot of National library focused on supporting pupils of elementary school with preparation for school tasks. Within the first part thesis is focused on methods of out of school tutoring in Czech Republic. Subsequently I have monitored the participation of pilot's volunteers within Municipal library in Prague - Bohnice and their interaction with pupils. Thesis describes individual approaches of particular tutors and try to identify drawbacks and finally evaluate ideal approach. Key words: Tutoring, elementary school pupil, disadvantaged pupil, library, project, out of school premises, preparation for school tasks, regular preparation, mentoring, volunteerin

Située au carrefour de la didactique des langues et cultures et des sciences de l’éducation, la présente thèse porte sur l’appropriation, par les enseignants du cycle primaire au Bénin, de l’Initiative Francophone pour la Formation à Distance des Maîtres (IFADEM) en tant que dispositif de formation continue, en enseignement-apprentissage du FLES. L’objectif consiste à apporter des pistes pour améliorer l’appropriation du dispositif. A partir d’un modèle théorique d’appropriation, mis en place au regard d’une approche théorique transdisciplinaire et des spécificités du contexte d’étude, doublé d’une démarche de triangulation articulant enquêtes par questionnaires, par entretiens semi-directifs, d’auto-confrontation et par observations de pratiques effectives (situantes), nous nous sommes attachés à identifier les « indicateurs » d’appropriation ainsi que les « effets » du dispositif de formation sur les « pratiques pédagogiques effectives » des enseignants. Les théories holistiques de l’apprentissage des langues et spécifiquement l’éducation bilingue, le translanguaging et les théories sur l’enseignement-apprentissage de l’oral, ont constitué un socle pour l’analyse et la compréhension de la situation de recherche. La stabilité de nos analyses, offerte par le choix d’une méthodologie par triangulation, confirme que le parcours d’appropriation est déterminé par des relations d’interdépendance entre des facteurs situationnels (contextualisation), relationnels (relation avec les pairs) et individuels (self-system, réflexivité, recul épistémologique). Elle nous permet également d’aboutir aux conclusions suivantes : les enseignants bénéficiaires de la formation IFADEM font usage de la formation de façon instrumentale, et notamment des tâches qui leurs sont proposées pour améliorer l’enseignement oral du et en français afin de faire face au plurilinguisme. Ils sont exposés à plusieurs variations d’échelle, sources de contraintes et de tensions dans leurs activités pédagogiques, et ces dernières constituent un frein à l’appropriation du dispositif. L’analyse du processus d’appropriation au regard de l’émergentisme et des systèmes complexes d’activité permet d’aboutir au fait que les tensions générées par le déploiement du dispositif IFADEM font partie intégrante du processus de transformation de ce dernier. C’est l’absence de feed-back soutenu et institutionnalisé qui constitue une entrave à l’appropriation du dispositif. Afin de réagir positivement à ces écarts et de garantir l’appropriation du dispositif, le recours à la médiation ainsi qu’à une approche par tâches constituerait une voie intermédiaire. Elle permettrait notamment au dispositif de formation IFADEM, de s’inscrire dans une démarche co-évolutive, essentielle à l’équilibre des systèmes. C’est en tenant compte de l’ensemble de ces analyses et ajustements que cette recherche aboutit à l’élaboration d’un modèle d’appropriation. / This PhD thesis, situated at the crossroads of two domains – language and culture learning and teaching and learning sciences – deals with the way Beninese primary school teachers appropriated the IFADEM programme - « Initiative Francophone pour la Formation à Distance des Maîtres » (Francophone Initiative for Distance Education of Teachers), as a lifelong education environment in the teaching and learning of « French as Foreign/Second Language Learning ». Our purpose is to suggest new avenues aimed at improving the appropriation of this education environment. Our approach is based on a theoretical model of appropriation informed by a transdisciplinary theoretical stance and by the specifics of the context under study, but also on a triangulation method mixing questionnaire surveys, semi-directive interviews, self-confrontation interviews and observations of actual practises (situating). We try to identify the « indicators » of appropriation as well as the « effects » of the education environment on the « actual pedagogical practises » of teachers. Holistic theories of language learning – and more specifically bilingual education, translanguaging and the theories on oral skills development have given a foundation to the analysis and the comprehension of the research situation. The stability of our analyses, made possible by the choice of a triangulation methodology, confirms that the appropriation paths are determined by interdependency relations between factors of situational (contextualisation), relational (relationships with peers) and individual (self-system, reflexivity, epistemological distancing) natures. It also allows us to reach the following conclusions : the teachers who benefitted from the IFADEM training use it instrumentally and more specifically use the tasks they were proposed to improve the teaching of oral skills in and of French, in order to tackle the question of plurilingualism. These teachers are faced with several scale variations which engender constraints and tensions in their pedagogical activities, thus hindering the appropriation of the education environment. The analysis of the appropriation process in the light of emergentism and of complex systems of activity leads to the conclusion that the tensions generated by the implementation of the IFADEM progamm are part and parcel of its process of transformation. The absence of institutionalised and sustained feedback is the real hindrance to the appropriation of the education environment. In order to reduce these discrepancies in a positive way and to guarantee appropriation, turning to mediation and a task-based approach would constitute a middle way. In particular, it would allow the IFADEM environment to come within the scope of a co-evolutive approach, which is essential to the balance of systems. Taking into account all these analyses and adjustments helps this research to reach the elaboration of a model of appropriation.