Bugelski and Sharlock (1952) credit McGeoch with saying that although the concept of mediation was an old one, it had generated more discussion than experimentation. Bugelski and Sharlock in commenting on McGeoch's statements had this to say, "The concept of mediation is of great potential value for the psychological analysis of learning, thinking, and insight." (Bugelski and Sharlock, 1952, p. 334) The views of Bugelski and Sharlock represent the current thinking in verbal learning circles relevant to the importance of mediation in symbolic forms of behavior. The experimental emphasis, at the present time, is upon the conditions underlying the process. With regard to the nature of mediation Jenkins has stated, The second task, I believe, is to press on in our experimental attack on the conditions of mediation: that is, we should attempt to discover how these implicit processes are acquired, how they are actuated, how they are inhibited, and in general, how they are employed by the subjects. (Jenkins, 1963, p. 212) One method by which the conditions of mediation may be discovered is to determine the relationship between this process and many other forms of intervening variables. In commenting on this latter point Mowrer has stated, "But no one, it seems, has addressed himself systematically to the question of the relation between intervening variables and mediators." (Mowrer, 1960, p. 68) These views of Jenkins and Mowrer on the direction experimentation should take in mediation suggest the need for the current study. The purpose of this study was to investigate the function of visual imagery, type of mediator and associative frequency in mediate association. The role of these factors was examined within an induced mediation paradigm of the form A- B, B-C, A-C.

During the past few years, mainstream education has become more and more inclusive all over the world. This fact calls for effective teaching methods, supporting the participation and learning of all the students in a class. Such methods are the ones that occupy peer-mediated learning and methods related to them. This study aims to investigate strategies of interventions involving peer-mediated learning between children in need of special educational support and typically developing children 3-12 years of age and their effects on them. In order to achieve that, a systematic literature review was conducted, for which five databases were researched. Eight articles came up, each describing a different strategy occupying peer-mediated learning or a strategy related to it, which had multiple benefits for the participating children on engagement, social and cognitive level. Further research is needed, though, to address the gaps in literature.

This study investigated the effectiveness of Feuerstein’s mediated intervention programme on a sample of the Grade Five population, in a remedial school. The participants (n=20) were systematically sampled and they constituted two groups, namely, Individual Mediation (n=10) and Group Mediation (n=10). It was hypothesised that participants exposed to this programme would yield significant improvement in cognitive functioning as measured by the (Raven’s Coloured Progressive Matrices (RCPM). As a result of the intensity and the duration of the mediation that was provided to the participants within the Individual Mediation, it was hypothesised that they would perform significantly better than those within the Group Mediation. Set Variations B-8 to B-12 from Feuerstein’s Learning Potential Assessment Device served as vehicle for mediating cognitive deficiencies. Following the intervention, a significant improvement on the RCPM was only obtained within the Individual Mediation. Although there was significant improvement, no significant difference was found between the Individual Mediation and the Group Mediation. The pre-post-test results of the Individual Mediation corroborate existing literature that provision of adequate and appropriate mediated learning experience is effective in improving cognitive functioning. However, non-significant results between the two groups suggest that a pre-post significant finding within the Individual Mediation was as an effect of pre-test differences. These findings are therefore inconclusive. It might be helpful to further replicate this investigation in order to determine whether support is found for the previous or for the present findings.

O presente trabalho visa discutir a questão de escala na prática de ensino de geografia; propondo o ensino de geografia pelo mapa. Num plano secundário, são analisadas falas provenientes de professores de geografia para então sugerir-lhes que o próprio mapa seja um instrumento de mediação que contribua para a modificação de suas práticas. Entre as leituras realizadas, temos na primeira parte a análise de referências sobre a questão de escala, direcionada para conceber o estudo metodológico e cognitivo do mapa, em articulação com a cartografia no ensino de geografia, a exemplo de Oliveira (1978), Simielli (1989) e Martinelli (1991), além de outros estudos contemporâneos. Estes estudos são articulados com determinadas fronteiras teóricas, a exemplo da filosofia da linguagem (Bakhtin), das contribuições sobre a psicologia da aprendizagem (Piaget/Vygotsky/Feuerstein) e, finalmente, da religação de saberes (Morin) na escola, com a intenção de formular uma teoria sobre como propor um novo modelo de formação de professores de geografia no país. Para a elaboração deste trabalho, as técnicas e o método utilizados foram a realização de diversas oficinas de aprendizagem mediada para o desenvolvimento de funções cognitivas por meio da resolução de exercícios de escala, tendo como embasamento a Experiência de Aprendizagem Mediada de Reuven Feuerstein. O estudo desta teoria para a renovação do ensino de geografia se justifica em função da importância do papel do professor no ensino da disciplina na escola, já que a questão da escala é idealizada de forma superficial e fragmentada como um problema; construindo-se um temor por professores e alunos. Em outros termos, utiliza-se uma abordagem da questão de escala, buscando aproximações, interfaces, continuidades e descontinuidades evidenciadas em diversos estudos preocupados com o ensino de cartografia na escola; valorizando os processos cognitivos do aluno, para então resgatar as bases históricas do estudo cognitivo do mapa e repensar, assim, uma didática da aprendizagem mediada. Este estudo consiste numa contribuição para pensarmos que não basta o ensino dos mapas na escola como uma linguagem, quando a carência realmente se manifesta sobre a necessidade da mediação da palavra falada, já que o pensamento se revela como precursor da aquisição da linguagem, e não o contrário. Mais ainda, o estudo serve como um balizador de uma alternativa para o ensino e a aprendizagem na escola, em que a criança e o adolescente sejam capazes de utilizar os mapas como instrumentos para realizar processos cognitivos e resolver diversas situações-problema envolvidas em suas rotinas escolares. O aluno é finalmente compreendido como sujeito e autor de conhecimento científico, numa relação de dialogia com o professor. / The present work aims at discussing the use of scales in the teaching practice of Geography. It secondarily aims at analyzing Geography teachers\' speeches in order to suggest that maps can be used as an instrument for mediation which contributes for a modification in their practices. Among the readings carried out, we have, in the first part, the analysis of references concerning the question of scales, such as Oliveira (1978), Simielli (1989) and Martinelli (1991) as well as other contemporary studies, which are directed to conceive a methodological and cognitive study of maps in articulation with cartography in Geography teaching. In order to formulate a new theory for the formation of Geography teachers in Brazil, these studies are articulated within certain theoretical boundaries such as the Philosophy of Language (Bakhtin), the contributions of Learning Psychology (Piaget/Vygotsky/Feuerstein), and, eventually, the relink of knowledge (Morin) in the school. The methodology and techniques used in the development of this work focus on the implementation of several mediated learning workshops for the development of cognitive functions through the resolution of scale exercises, having Reuven Feuerstein\'s Mediated Learning Experience as basis. The use of this theory to promote a renewal in Geography teaching is justified by the importance given to the teacher\'s role in the teaching of this subject at schools, since the question of scales is both dealt with in a superficial and fragmented way and considered a problem, representing a fear for both teachers and students. In other words, we approach the question of scales searching for approximations, interfaces, continuities and discontinuities evidenced by a lot of studies concerned about the teaching of cartography at schools. We also highlight students\' cognitive processes and then rescue the historical bases of map cognitive studies so as to rethink, in this way, a mediated learning didactics. This study consists of a contribution for us to reflect that the teaching of maps at schools as a language is not enough when our real necessity concerns the mediation of the spoken words, since thoughts appear to be, here, the forerunners of language acquisition, not the opposite. Still, this thesis also offers an alternative for the teaching and learning processes at schools, in which children and teenagers are able to use maps as instruments to carry out cognitive processes and solve problem-situations involved in their school routines. The students are finally understood as subjects and authors of scientific knowledge, in a dialogic relationship with teachers.

Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner engagement, delineates a set of constructs most relevant to the contexts of blended learning, and proposes a theoretical framework for learner engagement in blended settings. The second article operationalizes and tests the proposed model of blended learning engagement using exploratory and confirmatory factor analysis. It creates and evaluates an end-of-course self-report measure of cognitive and emotional engagement. The unique factor structure of online and face-to-face indicators of learner engagement is clearly demonstrated in the results of this study.

This thesis explores responsive written feedback as a means of mediating the written language of six to eight year olds, including students traditionally minoritised within mainstream New Zealand classrooms because of cultural and/or language differences. This research aimed to develop understandings about the effect responsive writing has on all of the students who participated, including those students whose second language was English. A review of the literature identified the importance of socio-cultural contexts for mediating students' learning, including a specific examination of responsive written feedback and its effects on students' written language in English and in Māori medium settings. Chapter two presents the mixed methods approach utilised in this research, which involves a retrospective look at two different responsive writing studies. In chapters three and four, the results from these two studies are presented in terms of how effectively the responsive writing was undertaken by the responders and the extent to which the responsive writing strategy mediated both the quality and quantity of writing for the students who participated, including students whose second language was English. These results suggest a very positive impact from mediating the learning of all students, including second language learners, within the context of responsive written feedback. The thesis concludes with implications for other teachers, from the existing students' outcome data and participants' interviews.

@font-face { font-family: "Times New Roman"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 4pt; text-align: justify; font-size: 9pt; font-family: "Times New Roman"; }table.MsoNormalTable { font-size: 10pt; font-family: "Times New Roman"; }div.Section1 { page: Section1;Mechanics, first experienced by engineering students in introductory physics courses, encompasses an important set of foundational concepts for success in engineering. However, although it has been well known for some time that acquiring a conceptual understanding of mechanics is one of the most difficult challenges faced by students, very few successful attempts to engender conceptual learning have been described in the literature. On the contrary, research has shown that most students participating in university levelcourses had not acquired a Newtonian understanding of mechanics at the end of their respective course. Recently I have described more than 10 years of experiences of designing and using conceptual labs in engineering education that have successfully fostered insightful learning. In the framework of the larger project I have developed labs applying variation theory in the design of task structure and using sensor-computer-technology (“probe-ware”) for collecting and displaying experimental data in real-time. In previous studies, I have shown that these labs using probe-ware can be effective in learning mechanics with normalised gains in the g≈50-60% range and with effect sizes d≈1.1, but that this technology also can be implemented in ways that lead to low achievements. One necessary condition for learning is that students are able to focus on the object of learning and discern its critical features. A way to establish this, according to the theory of variation developed by Marton and co-workers, is through the experience of difference (variation), rather than through the recognition of similarity. In a lab, an experiential human–instrument–world relationship is established. The technology used places some aspects of reality in the foreground, others in the background, and makes certain aspects visible that would otherwise be invisible. In labs, this can be used to bring critical features of the object of learning into the focal awareness of students and to afford variation. In this study, I will account for how the design of task structure according to variation theory, as well as the probe-ware technology, make the laws of force and motion visible and learnable and, especially, in the lab studied make Newton’s third law visible and learnable. I will also, as a comparison, include data from a mechanics lab that use the same probe-ware technology and deal with the same topics in mechanics, but uses a differently designed task structure. I will argue that the lower achievements on the FMCE-test in this latter case can be attributed to these differences in task structure in the lab instructions. According to my analysis, the necessary pattern of variation is not included in the design. I will also present a microanalysis of 15 hours collected from engineering students’ activities in a lab about impulse and collisions based on video recordings of student’s activities in a lab about impulse and collisions. The important object of learning in this lab is the development of an understanding of Newton’s third law. The approach analysing students interaction using video data is inspired by ethnomethodology  and conversation analysis, i.e. I will focus on students practical, contingent and embodied inquiry in the setting of the lab. I argue that my result corroborates variation theory and show this theory can be used as a ‘tool’ for designing labs as well as for analysing labs and lab instructions.  Thus my results have implications outside the domain of this study and have implications for understanding critical features for student learning in labs.

Technology mediated learning (TML) refers to an environment in which the learner interacts with learning materials, peers, and/or instructors that are mediated through advanced information technology (Alavi and Leidner, 2001). Recently, there have been increasing interests in investigating if TML can yield positive learning outcome. In this thesis, an interpretive study of TrainNet, a TML implementation by a well-known multinational corporation, is conducted. The study bases its investigation on the TML framework suggested by Alavi and Leidner (2001). The findings show that different stakeholders of TrainNet hold different views of learning effectiveness. For the manger, learning effectiveness means cost reduction; for the trainer, speedy information dissemination; and for the technicians, the profit, skill and social network. Yet, while TrainNet satisfies both managers and trainers in reducing cost and enhancing speedy information dissemination, it has failed to meet the aspiration of the technicians. These may result from the fact that instructional strategies have been changed from the experiental learning focus to abstract, conceptual learning. The change in turn has the adverse effect of undermining technicians¡¦ motivation to learn. Furthermore, the context governing the strategy of TrainNet adoption plays a key role in this change. A technical/economic perspective of system adoption and an objectivism approach to instructional strategy causes the company to ignore the important learning effectiveness issues that are important to learners. For TML to be effective, business must go beyond the technical and economic focus. The social cultural perspectives must be incorporated into the design of information technology and instructional strategies.

This concurrent mixed methods study sought to determine e-learning readiness by distance education students in Nigeria based on their level of communication technology usage and perceptions of distance education delivery methods, and comparing learning experiences via the Internet and via study centre methods in Nigeria. This exploratory study using quantitative survey instrument measured the current levels of students’ technology usage, while qualitative interview instrument was used to examine students’ perceptions, attitudes and experiences of communication technology by distance education students in Nigeria. The results of this study reported high communication technology usage based on the high level of smart phone ownership and Internet browsing, high level of personal computer usage, high level of internet social networking, and high positive response for online learning, among other positive indicators. Consequently, the research findings seemed to indicate that distance education students surveyed are highly enthusiastic and are ready for e-learning in Nigeria. / 2012 - June

nÃo hà / A temÃtica em questÃo veio à tona em decorrÃncia da dificuldade apresentada pelos alunos no aprendizado das funÃÃes quadrÃticas e tambÃm considerando o crescente avanÃo da tecnologia, em que percebemos a necessidade de uma maior inserÃÃo de recursos tecnolÃgicos, tais como o software geogebra, no processo de aprendizagem deste conteÃdo. Diante disso, podemos evidenciar o problema desta pesquisa por meio da seguinte questÃo: de que forma o uso do software geogebra pode contribuir com a aprendizagem dos conceitos relacionados ao conteÃdo de funÃÃes quadrÃticas? Com base nesta problemÃtica e fundamentando-se na teoria sociointeracionista de Vygotsky, e nas suas concepÃÃes sobre mediaÃÃo, no processo de internalizaÃÃo, na zona de desenvolvimento proximal e na formaÃÃo de conceitos, esta pesquisa tem como objetivo geral analisar o uso do software geogebra, como instrumento pedagÃgico inserido num processo de aprendizagem com a mediaÃÃo, e suas contribuiÃÃes para a construÃÃo dos conceitos relacionados ao conteÃdo de funÃÃes quadrÃticas. A metodologia deste trabalho conta com mÃtodo qualitativo de pesquisa, do tipo exploratÃria, tomando-se elementos de uma pesquisa participante, uma vez que foi realizada uma intervenÃÃo metodolÃgica com fins de analisar a utilizaÃÃo do software geogebra como instrumento de mediaÃÃo na aprendizagem das funÃÃes quadrÃticas. Os sujeitos da pesquisa sÃo alunos da 1. sÃrie do ensino mÃdio de uma escola pÃblica do municÃpio de MassapÃ-Ce. Os instrumentos para a coleta de dados se constituÃram em diÃrio de campo, questionÃrios de identificaÃÃo de aprendizagens e teste de sondagem de conhecimentos. Com base na anÃlise dos dados coletados ao longo da pesquisa de campo percebeu-se que a aprendizagem das funÃÃes quadrÃticas com a mediaÃÃo do software geogebra e do professor, se apresentou satisfatÃria principalmente no que se refere ao estudo das suas representaÃÃes grÃficas. / The issue in question came to light due to the difficulty presented by the students in learning the quadratic functions and also considering the growing advance of technology, in which we perceive the necessity of a greater insertion of technological resources, such as geogebra software, in the process of learning this content. In view of this, we can highlight the problem of this research by means of the following question: how can the use of geogebra software contribute to the learning of concepts related to the content of quadratic functions? Based on this problem and based on the socio-interactionist theory of Vygotsky, and its conceptions about mediation, the process of internalization, the zone of proximal development and the formation of concepts, this research has as general objective to analyze the use of software geogebra, as an educational tool inserted in a learning process with mediation, and its contributions to the construction of concepts related to the content of quadratic functions. The methodology of this work has a qualitative method of research, of the exploratory type, being taken elements of a participant research, once a methodological intervention was carried out with the purpose of analyzing the use of the software geogebra as instrument of mediation in the learning of quadratic functions . The subjects of the research are students of the 1st grade of high school in a public school in the municipality of MassapÃ-Ce. The instruments for data collection consisted of field diaries, questionnaires to identify learning and test of knowledge probing. Based on the analysis of the data collected during the field research, it was noticed that the learning of the quadratic functions with the mediation of the software geogebra and the teacher, was satisfactory mainly with regard to the study of their graphic representations.