Business simulation games are used in educational institutions and various industries in the private and public sector to train students and employees to practice the principles of management and decision-making skills by providing a fail-safe environment and enabling them to reflect on their simulation results. These games are generally advanced multiuser environments where a user, or a group of users, have access to a virtual company for making business decisions. Some of these games are expensive and their licences are time limited; typically, such a licence is only valid during the duration of the course. In general, these games are not available for the public as part of informal instructional courses. In Canada, teaching informal courses to immigrants and refugees, which involve data-driven decision making, to prepare them for future challenges they might encounter as business owners, can be challenging; especially considering language barriers and non-business-related backgrounds obtained outside of Canada. Furthermore, based on their decision-making styles, cognitive limitations, and past experiences, people may have an inaccurate perception of the problem or challenge they face, this could lead to poor decision making of the team they are part of and, therefore, this could reflect in the effectiveness of an organization as a whole. The objective of this research is to enrich current teaching tools in decision-making processes in entrepreneurship courses for newcomers in Canada with a comprehensive and visual representation of operational business problems involved in Business Intelligence and data analytics. More specifically, we designed and developed a 3D Business Simulation Game with randomized scenarios using modern technologies, such as Unreal Engine as the game engine; Adobe Fuse for the character creation, Mixamo for animation of the character, and Substance Painter for textures and materials for the assets. The research was conducted with the participation of the students of the Business Creation and Project Management course at VIRCS (Victoria Immigrant and Refugee Centre Society) where we tested this game on each one of the five units of the course. After designing, developing, and testing the 3D business simulation game, we conducted a comprehensive evaluation to investigate whether the decisions students made while playing were correct or not. We also evaluated whether they felt that the challenges were easier to understand, both as a team and individually, when they used the 3D business simulation game compared to only the written description of the problems. The main results we obtained from our study are the following: After playing the business simulation game, students became more aware of the importance of making correct decisions in different business scenarios. They made sure that the whole team understood the problem, and they felt generally good about their understanding of the course content. We also noticed that when the animation was not part of the business simulation game, they seemed to be confused when following written instructions. This indicate that they depended on the animations for their decision-making. We believe that, in some ways, the course and the 3D business simulation game we created for this research were a great opportunity to observe students becoming more confident in their future in Canada as entrepreneurs. We observed that, once the game has been used, the students become more participatory in class, the discussion of the course material increases, and in general, the students seem to enjoy the course more. / Graduate

The aim of this paper is to investigate in which manner and to what extent the existence of a multilingual self, that is, the ability of an individual to adopt a vision of themselves that encompasses many languages, relates to different aspects, such as the will to improve one’s linguistic ability or motivation to study, within learning and acquisition of second languages. The idea of a multilingual self has its theoretical base within the Second language motivational self system, or the L2MSS for short, which states that motivation is primarily derived from one’s vision of self and one’s previous experiences.  The investigation was carried out using custom made surveys which were distributed among university students of Spanish in Sweden. The investigation received 42 answered surveys in return using which several separate comparisons were carried out with the use of both quantitative and qualitative methods.  The findings of the investigation have shown that the multilingual self has a positive correlation in every single one of the aspects used in the investigation. Therefore, according to the results of this investigation, the identification with the multilingual self has a positive correlation with learning and acquisition of second languages. The biggest factor that leads to a larger possibility of an individual to identify with the multilingual self seems to be said individuals experience of learning the languages that they possess. / El objetivo de este trabajo es investigar de qué manera y en qué medida la existencia de un yo multilingüe, es decir, la capacidad de un individuo para adoptar una visión de sí mismo que abarca muchas lenguas, se relaciona con diferentes aspectos, tales como la voluntad de mejorar su capacidad en sus lenguas o la motivación para estudiar y aprender otras lenguas. La idea de un yo multilingüe tiene su base teórica dentro del sistema del yo motivacional de segundas lenguas, o L2MSS por sus siglas en inglés, que establece que la motivación se deriva principalmente de la visión que uno tiene de sí mismo y de las experiencias previas. La investigación se llevó a cabo a través de encuestas personalizadas que se distribuyeron entre estudiantes universitarios de español en Suecia. La investigación recibió 42 encuestas respondidas, las cuales fueron analizadas mediante el uso de métodos tanto cuantitativos como cualitativos. Los resultados de la investigación han demostrado que el yo multilingüe tiene una correlación en todos y cada uno de los aspectos utilizados en la investigación. Por tanto, según los resultados de esta investigación, la identificación con el yo multilingüe tiene una correlación positiva con el aprendizaje y adquisición de segundas lenguas. El factor más importante que conduce a una mayor posibilidad de que un individuo se identifique con el yo multilingüe parece ser la experiencia de aprendizaje que poseen.

Актуальность темы исследования на сегодняшний день обусловлена резким активным внедрением дистанционной формы обучения в образовательную систему в связи с распространением пандемии. Целью диссертационной работы являлось сравнение двух контрастных групп студентов по отношению к дистанционному обучению. Результаты исследования с достоверностью показали, что студенты, готовые к полной замене очного обучения на дистанционное, в отличии от студентов, считающих, что дистанционное обучение не может полностью заменить им очное обучение, обладают такой отличительной психологической особенностью, как интроверсия. Они с меньшей вероятностью испытывают положительные эмоциональные состояния и в меньшей степени склоны к взаимодействию с другими людьми. Результаты исследования с достоверностью показали, что студенты, предпочитающие дистанционный тип обучения по сравнению с группой студентов, считающих, что дистанционное обучение не может полностью заменить очное обучение, обладают такими психологическими особенностями, как: низко выраженная познавательная мотивация; низко выраженная мотивация достижения; низко выраженная мотивация саморазвития; низко выраженная мотивация самоуважения; ярко выраженная экстернальная мотивация; ярко выраженная амотивация. Они испытывают пониженный интерес к обучению, не стремятся к развитию своих способностей и потенциала в рамках учебной деятельности для достижения ощущения мастерства и компетентности, не пытаются добиваться высоких результатов в учебе, не чувствуют удовольствия от процесса решения сложных задач, не находят особого смысла в учебной деятельности и испытывают скорее вынужденную потребность в обучении, ради получения какой-либо выгоды в будущем, например, получения высокооплачиваемой работы. Следует учитывать, что наше исследование проводилось на базе прохождения и изучения респондентами предмета «Естественно-научная картина мира» в дистанционной форме, и для большинства студентов, обучающихся на гуманитарном и экономическом направлениях специальностей, этот курс не являлся профильным предметом. Практическая значимость. Понимание и учитывание индивидуальных личностных особенностей студентов, предпочитающих учиться только лишь в дистанционной форме обучения, в дальнейшем может повысить качество и эффективность данной формы обучения при разработке различных спецкурсов, лекций вузов и колледжей, курсов повышения квалификации в области дистанционного образования. / The relevance of the research topic today is due to the sharp active introduction of distance learning into the educational system in connection with the spread of the pandemic. The purpose of the dissertation work was to compare two contrasting groups of students in relation to distance learning. The results of the study showed with certainty that students who are ready to completely replace full-time education with distance learning, in contrast to students who believe that distance learning cannot completely replace face-to-face education, have such a distinctive psychological feature as introversion. They are less likely to experience positive emotional states and are less likely to interact with other people. The results of the study showed with certainty that students who prefer distance learning compared to a group of students who believe that distance learning cannot completely replace full-time education have such psychological characteristics as: low cognitive motivation; low level of achievement motivation; low expressed motivation for self-development; low self-esteem motivation; pronounced external motivation; pronounced motivation. They experience a reduced interest in learning, do not strive to develop their abilities and potential within the framework of educational activities to achieve a sense of mastery and competence, do not try to achieve high results in studies, do not feel pleasure in the process of solving complex problems, do not find much meaning in learning activities and experience rather a forced need for learning, for the sake of obtaining some benefit in the future, for example, getting a high paying job. It should be taken into account that our study was conducted on the basis of passing and studying the subject "Natural-scientific picture of the world" by the respondents in a distance form, and for the majority of students studying in the humanitarian and economic areas of specialties, this course was not a core subject. Practical significance. Understanding and taking into account the individual personal characteristics of students who prefer to study only in distance learning, in the future can improve the quality and the effectiveness of this form of education in the development of various special courses, lectures of universities and colleges, advanced training courses in the field of distance education.

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This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.

The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.

A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle. / In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.

本質性個案研究旨在從三位歐美外籍留學生的視角了解他們的華語文學習信念，探討他們在台灣留學期間所處的社會文化環境如何改變他們的語言學習信念，以及台灣作為華語文環境所能提供的機會與挑戰。本研究主要透過深入訪談（In-depth Interview），邀請三位來台留學半年至一年的歐美華語文學生敘述自身語言學習歷程，包括他們的個人華語文學習背景、來台緣由與期待、在台華語文學習歷程及信念。歷時半年四次的定期訪談均被錄音，經謄錄為逐字稿、重現（reconstruct）個別故事樣貌後，再依Lieblich等人（1998）提出的敘事分析方法，以整體——內容（Holistic-content）和類別——內容（Categorical-content）之邏輯整理成個別個案，並作為後續跨個案分析的資料依據。結果發現，研究參與者從華語為外語（Chinese as Foreign Language）學習環境，到台灣華語文為第二語言（Chinese as Second Language）學習環境的不同學習階段裡，他們的華語文目標、期待和能力不斷地與社會環境互動，而互動所產生的結果足以鞏固或動搖其舊信念。來台前，研究參與者過往的語言學習經驗和成長環境對於外語學習的觀點，無形中都型塑了他們的華語文學習信念。來台後，他們經歷固有的信念和實際與母語者交際情況之間的落差，衝擊了他們原有的信念，而且覺得自身的華語文使用者身份及所付出的努力難以受當地母語者社交圈之認同。此外，研究參與者的留學經歷也反映出台灣作為華語文學習場域的一些情況，既當他們的華語文能力變強後，才有能力善用台灣華語文環境所提供的學習機會，當他們的華語文能力仍偏弱時，他們一般較難在非正式場域與母語者互動，或從中獲得學習機會，反而需依賴課堂環境為主的學習機會。最後，由於信念會隨著學習歷程波動及變化，面向多元，具動態特質，因此本研究建議未來可選擇某一項議題做更深入的研究，若採取類似BALLI研究信念橫斷面的工具時，還可加入情景及情感面向，探討信念歷時的直斷面。在教學運用上，華語文中心能著手處理外籍華語文學生的行前準備資料，加強對留學生有關語言學習進程的輔導，在師資培訓上也應該注意如何處理初出國留學生在語言學習適應上的調整，以減少留學生因學習期待落差而受到的衝擊。另外也建議常與學習者接觸的當地母語者接受跨文化交際的教育，雙方才能創造合宜的華語文學習環境，促進外籍留學生赴台學習華語文之發展與成效。 / This qualitative case study aims to look into Chinese language learning beliefs from the perspective of three Chinese learners from Europe and America and to explore how the Taiwanese social-cultural environment changes their language learning beliefs, as well as the affordance and challenge Taiwan offers to these international Chinese learners. Three students from Europe and America who have been learning Chinese in Taiwan from six to twelve months respectively are invited to the study and receive four in-depth interviews within six month. Their personal Chinese language learning experiences over the time are narrated and recorded. The data is then analyzed using Holistic-Content and Categorical-Content method proposed by Lieblich et al., (1998). The results shows that, at different learning stages, the interaction of the participants’ Chinese language goals, expectation and proficiency levels with social environment either reaffirms or shakes their beliefs. Before studying in Taiwan, the past language learning experiences as well as the prevailing view of their native community towards foreign language basically constitutes the beliefs of the participants. At the early stage of studying in Taiwan, the gap between their expectations and the actual communication experiences with local native speakers also has critical impacts on their beliefs. The participants would also find that their efforts to make themselves live as Chinese speakers are constantly challenged by the local native community. In this case, Taiwan and its social community as the field for learning Chinese actually provide more opportunities to the learners with higher Chinese proficiency. When proficiency is low, such as at the beginning stages of Chinese proficiency or upon arrival, the participants have great difficulty getting benefits from the target language community; their learning mainly happens in the language learning classroom. It is clear that language learning beliefs is dynamic, multifaceted, and fluctuate from time to time. The study suggests that, specific topic under the multilayered nature of belief should be focused in the future research. Social environments and emotions of students should also be included in BALLI. Finally, to promote the development and effectiveness of foreign students studying in Taiwan, stronger pre-departure briefing, orientation and counseling services are needed to facilitate language development. Teachers also need training on how to reduce the impact of crashed expectations of new foreign students. In addition, local people (i.e., native speakers) who often come into contact with the learners are recommended to develop intercultural communication skills in order to provide the learners with the best possible informal communication experience.

本研究旨在了解日本學生的語言學習信念變化，並找出哪些因素在台灣和日本的TESOL環境中影響學生的學習信念的形成和變化。不同於傳統基於問卷的調查，只針對某些固定的學生的學習信念特徵的研究，最近的研究更注重學習信念的動態變化過程。社會文化理論還強調，社會文化環境在學生的思考過程中具有中介的效果。本研究旨在了解日本學生的學習信念是如何受他們的學習經驗影響，而這些經驗在不同的環境如何影響他們的學習信念。本研究使用深度訪談收集資料，採用半結構式訪談每個月針對學生的學習經歷和信念進行一學期五次的資料蒐集。通過Liblich(1998)的方法整理出訪談資料的整體與分類的內容，本研究希望找出在台灣和日本學習語言的意識形態的不同，這些差異和參與者的語言學習信念之關係，以及在台灣的日本學生面臨何種語言學習機會和挑戰。 這項研究的結果是，三位參與者經歷了不同程度的語言學習信念轉變，同時形成新的學習信念。來台灣之前，參與者對於自己的英文能力的自信心高低不一，但他們都相信能夠透過海外留學加強英文能力。在台灣，由台灣以及西方學生所組成的團體使參與者能夠練習英文並表達自己的意見，無須擔心被批評。ETP課程給他們一個機會可以使用英文來學習並溝通。來到台灣一年後，Yoshi對英文能力變得較有自信，且相信策略運用比天生能力來的重要。Taka變得較不在意自己的發音且把注意力放在文化學習上。Ko了解自己天生語言學習能力的極限並開始發展自己的學習策略。在研究建議方面，當未來的研究採用BALLI(Belief About Language Learning Inventory)(Horwitz,1999)分析時也應將親密團體和社會文化等因素加入。在英語教育方面，台灣的大學英語培訓課程應該包括更多的跨文化差異教學，所以當國際學生參加一般ETP(English taught program)時他們將面臨較少的文化衝擊。由於參與者提到與台灣和國際學生的非正式交流對她們的英語學習大有幫助，在ETP課程中教授應考量國際學生的英語水平，並把他們分配在具有相應英語水平的小組中，使他們能夠更快克服學習困難。期望這項研究的結果提供語言教學方法的調整建議，以滿足國際學生，特別是日本學生的需求。 / This study was aimed to understand the language learning belief change of Japanese students, and to find out what are the factors in the TESOL environments of Taiwan and Japan that lead to these changes. Unlike the traditional questionnaire-based research, which studied student’s learning belief based on certain critical characteristics; recent studies focused more on the changing process of language learning belief. Socio-cultural theories also stressed that the socio-cultural environment has meditational effects on the student’s thinking process (Furberg, 2009). This study tried to understand how Japanese student’s English learning belief was affected by their learning experiences and how these experiences in the different environments affected their learning belief reciprocally. This study adopted in-depth interviews to collect data, using semi-structured interviews per month for six months to discover how Japanese students’ learning experiences and belief changed in the process. By analyzing the interview data using the holistic-content method proposed by Liblich et al (1998), this study focused on how different language learning ideologies in Taiwan and Japan affected the participants’ learning belief, what opportunities and challenges the Japanese students faced in Taiwan in terms of language learning. Based on the result of this study, the three participants experienced different degrees of language learning belief changes and formed new learning beliefs in the process. Before they came to Taiwan, the participants had different levels of self-confidence and all believed that they could improve their English proficiency by studying abroad. In Taiwan, the supportive community formed by Taiwanese and Western students allowed the participants to practice English and express their ideas without being afraid of getting judged. The ETP (English Taught Program) offered them an opportunity to use English to both study and communicate on a daily basis. After one year of staying in Taiwan, Yoshi became more confident in his English proficiency and believed more in strategy use than innate language learning ability. Taka was less anxious about his Japanese accent and put more emphasis on learning cultural factors. Ko realized the limitation of his innate language learning ability and began to develop his own language learning strategies. As for theoretical implication, factors like community and socio-cultural influence should be added to BALLI’s (Belief About Language Learning Inventory)(Horwitz,1999) model in analyzing language learning belief in future studies. In terms of pedagogical implication, English training programs in Taiwan’s university should provide more cross-cultural information so that when international students take English taught classes they will encounter less cultural shock. As the participants mentioned that the informal interaction with Taiwanese and Western students assisted their English learning, professors in the ETP classes should consider international students’ English proficiency and put them within groups of appropriate English levels so they can learn with less difficulty.

A Sociedade e o mercado de trabalho exigem de cidadãos e trabalhadores, nos últimos tempos, um perfil de desempenho diferente daquele até então aceito. As principais carências do trabalhador dizem respeito, dentre outras necessidades, ao desempenho de certas competências pessoais e a melhoria do funcionamento cognitivo. As escolas, responsáveis pela preparação dessas pessoas para viver em Sociedade - o que inclui a preparação para o mundo do trabalho - não costumam realizar ações educacionais intencionais na direção da melhoria do desenvolvimento cognitivo de seus alunos. O foco do presente estudo está na possibilidade da Escola realizar intencionalmente o desenvolvimento cognitivo de estudantes, futuros trabalhadores. utilizando um programa já existente, criado e estruturado para essa finalidade por Reuven Feuerstein. No final da década de 1940, coube a Feuerstein a tarefa de educar centenas de crianças e jovens, órfãos da guerra, para que se tornassem cidadãos autônomos e produtivos. Diante da necessidade real de modificar o desempenho cognitivo e resgatar a cidadania dessas pessoas, Feuerstein criou - a partir de sua visão de mundo, de um conjunto de crenças por ele estabelecido e de sua experiência - duas teorias: Modificabilidade Cognitiva Estrutural e Experiência de Aprendizagem Mediada e três sistemas inter-relacionados, ou seja, um sistema de avaliação: Avaliação Dinâmica do Potencial de Aprendizagem, um sistema de intervenção: Programa de Enriquecimento Instrumental e um sistema de manutenção: Modelagem de Ambientes Modificadores. Avaliar o efeito do primeiro nível do Programa de Enriquecimento Instrumental (PEI I) no desenvolvimento cognitivo de estudantes da 3ª série de Escolas pública ou privada de Ensino Médio é o objetivo amplo desse trabalho. Em resumo, foram envolvidos no projeto 96 estudantes (54 rapazes e 42 moças) de duas Escolas de Ensino Médio: uma privada e outra pública. Sessenta e sete desses alunos participaram dos grupos experimentais que se submeteram ao PEI I e as outras 29 pessoas integraram grupos de controle, não participando, portanto, da aplicação do Programa. Todos os estudantes participaram de uma avaliação inicial diante de seis instrumentos, sendo que alguns deles permitiam avaliação dinâmica. Da análise dos resultados dos instrumentos, que envolviam avaliação dinâmica, foram levantadas necessidades e estabelecidos procedimentos de intervenção. Os alunos dos grupos experimentais foram submetidos ao primeiro nível do Programa de Enriquecimento Instrumental (PEI I). Durante a aplicação do PEI I, alunos participaram de avaliação intermediária, realizada a partir da aplicação de instrumento de avaliação e ou de questionário para levantamento da percepção dos estudantes sobre o PEI. Finalmente, todos os participantes foram submetidos a uma avaliação final. Os resultados foram analisados de forma descritiva e estatística. Os testes U ou de Mann- Whitney e o teste t de Student foram utilizados para indicar semelhanças e diferenças prováveis entre os desempenhos dos grupos de alunos. A partir da discussão desses resultados foram montadas proposições que justificaram as seguintes conclusões: A modificabilidade cognitiva estrutural dos estudantes dos grupos experimentais foi ampliada. O desenvolvimento cognitivo demonstrado pelos estudantes dos grupos experimentais foi maior que o desempenho cognitivo demonstrado pelos alunos do grupo de controle. / In the recent past, both society and labour market are demanding from citizens a performance far different from those accept until then. The major lacks of workers may concern, among others, to the development of specific personal competences and to the improve of the cognitive process. Schools, responsible for the preparation for life in society - including the life in the labour market - don\'t usually take intentional educational actions aiming the improve of the cognitive development of their students. The focus of the present study is mainly on analyzing the possibility of Schools to make an intentional effort to develop student\'s cognitive habilities, future workers, using a preexisting program created and structured for this meaning by Reuven Feuerstein. In the late 40\'s, Feurstein took the task of teaching hundreds of children and teenagers, war orphan children, to become autonomous and productive citizens. Facing the real need of improving their cognitive habilities and rescuing their citizenship, Feuerstein came up - using his own wide world perception, personal beliefs and experience - with two theories: Structural Cognitive Modifiability (SCM) and Mediated Learning Experience (MLE) and three interrelated systems, or an evaluation system: Learning Potential Assesment Device (LPAD), an interventional system: Feuerstein Instrumental Enrichment (FIE) and a maintenance system: Shaping Modifying Environments (ME). The aim of this paper is to evaluate the effect of the first level of the Feuerstein Instrumental Enrichment (FIE I) on 3rd grade public or private High School student\'s cognitive development. Summing up, there were 96 students involved in this project (54 boys and 42 girls) from two different High Schools: one private and one public. Sixty seven of these students were placed on experimental groups that were submitted to FIE I and the other 29 kids took part on control groups, staying away from the program application. All the students participated on an initial evaluation, facing six instruments, some of then allowing a dynamic evaluation. From the instrument result analysys, needs were raised and intervention procedures were established. The students\'s experimental group was submitted to the first level of the Feuerstein Instrumental Enrichment (FIE I). During its application, the students had an intermediary evaluation, made by the application of the evaluation instrument and by a questionnaire to measure the student\'s level of perception about the (FIE I). Finally, all the participants were submitted to a final evaluation. The results were analyzed in a descriptive statistical way. The U or Mann-Whitney tests and the t for Student test were used to indicate probable similarities and differences among the student\'s groups performances. From its discussion were put together propositions to justify the following conclusions: The student\'s experimental group structural cognitive modifiability was raised. The cognitive development shown by the student\'s experimental group was higher than the cognitive performance shown by the student\'s control group.