Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study of didactic models may represent a useful tool to reflect on educational planning, it allows to establish a link between the theoretical aspects of the teaching and learning process and the intervention in the classroom itself. This study was based on didactic models proposed by Garcia Perez (2000) in his studies, they are: traditional, technological, the spontaneist and research at school (alternative). The main objective of the research was to find out what the teaching models used by biology teachers from public schools and their importance in the cognitive development of students. We have the following questions: Will have teachers a teaching / educational reference model? If so, which ones? Are these teaching models being used in the classroom allow students to take ownership of knowledge? As a theoretical framework, we try to address the main characteristics of the teaching models proposed by García Pérez, because this researcher is a world reference in this subject. We also approach on the implementation of educational models in the teaching of biology; on motivation for learning; about developments in the teaching of biology; teacher training; educational planning; and educational evaluation, citing authors such as: Garcia Perez; Myriam Krasilchik, Develay, Carvalho and Gil-Pérez, Libâneo, Bachelard, Charlot, Luckesi, among others. The methodology used is to qualitative research, which has a descriptive character of a case study. The following techniques and collection instruments were used: exploratory research; semi structured interview; observation and questionnaires. For this purpose, were used as research subjects six Biology teachers from two schools of the state of Aracaju. It was observed using the collected data that many of the teachers had knowledge about teaching models and these are present in the syllabus of these teachers. As for the schools surveyed, it was observed lack of some resources and infrastructure for the development of educational practices of these teachers. Regarding the pedagogical procedures, we found a similarity of teaching models used by them, especially when they working in the same school teachers. It can be concluded from this that all models have importance in the teaching practices and that they are not used in full in the teaching of these teachers. / O estudo dos modelos didáticos pode representar um instrumento útil para refletir sobre o planejamento de ensino, pois permite estabelecer um vínculo entre os aspectos teóricos relativos ao processo de ensino e aprendizagem e a intervenção em sala de aula propriamente dita. O presente trabalho baseou-se nos modelos didáticos propostos por Garcia Pérez (2000) em seus estudos, são eles: o tradicional, o tecnológico, o espontaneísta e o de investigação na escola (alternativo). O objetivo principal da pesquisa foi o de descobrir quais são os modelos didáticos utilizados pelos professores de Biologia das escolas públicas e sua importância no desenvolvimento cognitivo dos alunos. Como problemática temos as seguintes questões: será que os professores têm um modelo pedagógico/didático de referência? Se sim, qual ou quais? Esses modelos didáticos que estão sendo utilizados na sala de aula permitem aos alunos se apropriarem do conhecimento? Como referencial teórico, procuramos abordar as principais características dos modelos didáticos propostos por García Pérez, visto que este pesquisador é referência mundial neste tema. Abordamos também sobre a aplicação dos modelos didáticos no ensino de Biologia; sobre a motivação para a aprendizagem; sobre a evolução no ensino da Biologia; formação docente; planejamento de ensino; avaliação de ensino; citando autores, como: Garcia Pérez; Myriam Krasilchik, Develay, Carvalho e Gil-Pérez, Libâneo, Bachelard, Charlot, Luckesi, dentre outros. A metodologia utilizada trata-se de uma pesquisa qualitativa, que possui um caráter descritivo do tipo estudo de caso. Para isso foram utilizadas as seguintes técnicas e instrumentos de coletas: pesquisa exploratória; entrevista semiestruturada; observação e questionários. Para esse fim foram utilizados como sujeitos da pesquisa seis professoras de Biologia de duas escolas da rede estadual de Aracaju. Observou-se quanto aos dados coletados que boa parte das professoras tinha conhecimento sobre modelos didáticos estando estes presentes no plano de ensino dessas professoras. Quanto às escolas pesquisadas, observou-se falta de alguns recursos e falta de estrutura para o desenvolvimento das práticas educativas dessas docentes. Em relação ao fazer pedagógico dessas professoras, verificou certa semelhança dos modelos didáticos utilizados por elas, principalmente quando se tratava de professores da mesma escola. Pode-se concluir com isso, que todos os modelos têm sua importância no fazer pedagógico dessas professoras e que os mesmos não são utilizados de forma integral na didática dessas docentes.

This thesis deals with the definition of the project and thematic teaching as a tool for improvement of class environment and relationships between students. The thesis defines the concept of class environment and identifies some causes of changes in class environment, together with methods of its measurement. It identifies some desirable relationships between students that are influenced by the class environment and on the other hand those relationships that influence the environment. The motivation is briefly described, it is divided in two groups: inner and outer motivation and it is observed in terms of behaviour and learning. The thesis also mentions several ways of working with the collective in terms of key competences set out in The Framework Educational Programme for Basic Education from June 2017. Specifically, it describes the project, thematic teaching, classroom appearance and drama education as one of the possible methods and techniques for working with a collective. The theoretical part is concluded with a detailed description and reflection of the Harry Potter project which took place in both of the studied classes. The practical part consists of two types of questionnaires. The first questionnaire Our class examines environmental changes in classes examined during the Harry Potter...

Diese Arbeit untersuchte den Einfluss von Emotionen auf das Lernen und wie Studierende motiviert werden, mithilfe sozialer Merkmale Mathematik zu lernen. Hierzu wurden ein Experiment zur Höflichkeit und zwei Experimente zu dekorativen Bildern durchgeführt. Im ersten Experiment (N = 277) wurden die Teilnehmer einer von vier Gruppen (Faktoren Instruktion und Feedback) mit Manipulation der Höflichkeit (höflich vs. direkt) zugeordnet. Die Studierenden mussten im Rahmen eines Online-Maschinenbaukurses Themen aus der höheren Mathematik lernen. Es mussten vier Kapitel abgeschlossen und vier Posttests durchgeführt werden, um das erlernte Wissen zu kontrollieren. Die Ergebnisse zeigen, dass Höflichkeit im Feedback die Studierende motivierte, länger zu üben und zu höheren Lernergebnissen führte. Höflichkeit in den Instruktionen hatte jedoch keinen Einfluss auf das Lernen. Es wurde angenommen, dass Höflichkeit in Instruktionen nicht so einflussreich ist wie Höflichkeit im Feedback und daher hatten die Änderungen in Instruktionen keinen Einfluss auf das Lernen. Anschließend wurden dekorative Bilder verwendet, um den Einfluss weiterer sozialer Prozesse auf das Lernen zu untersuchen. Die Bilder enthielten keine Lerninformationen, waren jedoch kontextbezogen und sollten die Emotionen der Teilnehmer beeinflussen, um ihr Lernen zu verbessern. Insgesamt wurden zwei Experimente mit dekorativen Bildern und identischen Faktoren durchgeführt. Die Experimente untersuchten die Einflüsse von Mastery- und Coping-Modellen mithilfe von positiven und negativen dekorativen Bildern. Dabei wurden die Faktoren Bild im ersten Abschnitt (positiv vs. negativ) und Bild im zweiten Abschnitt (positiv vs. negativ) verwendet. Im ersten Experiment (N = 100) mussten die Studierende über nichtparametrische Tests lernen. Die Ergebnisse zeigen, dass das erste positive dekorative Bild die Lernergebnisse im ersten Abschnitt verbesserte, während das zweite positive dekorative Bild die intrinsische und extrinsische kognitive Belastung verringerte. Die Ergebnisse unterstützen teilweise das Mastery-Modell. Dekorative Bilder hatten jedoch keinen Einfluss auf die Lernergebnisse im zweiten Abschnitt einschließlich Behalten, Transfer, lernrelevanter kognitiver Belastung und Emotionen. Höchstwahrscheinlich war die emotionale Induktion durch dekorative Bilder zu schwach. Um den Einfluss dekorativer Bilder auf das Lernen zu erhöhen, wurde ein neues Experiment (N = 92) mit einer wiederholten Präsentation der Bilder (jedes Bild wurde viermal gezeigt) vorbereitet. Darüber hinaus wurden im Gegensatz zum vorherigen Experiment die Bilder mit den Lernmaterialien (logarithmische Aufgaben) kombiniert. Unerwartet hatten dekorative Bilder im Experiment keinen Einfluss. Möglicherweise wurden die Bilder übersehen. Insgesamt hatten die sozialen Hinweiszeichen beim Lernen im Mathematik-Online-Kurs einen gewissen Einfluss auf die Teilnehmer. Emotionen sollten jedoch bei allen Experimenten eine Rolle spielen. Im ersten Experiment waren die Teilnehmer motiviert, durch höfliches Feedback zu lernen, aber die Höflichkeit in den Instruktionen war nicht wichtig. Im zweiten Experiment beeinflusste die Valenz der Bilder das Lernen, da das erste positive Bild die Lernergebnisse teilweise verbesserte und die kognitive Belastung verringerte. Die Positionen der Bilder sollten jedoch berücksichtigt werden. Im dritten Experiment führte die Kombination der Bilder und Lernmaterialien auf denselben Seiten dazu, dass die Teilnehmer die Bilder ignorierten.:Danksagung 4 Zusammenfassung 5 Abstract 7 Introduction and Theories 9 Introduction and Overview 9 Cognitive Load Theory 10 Cognitive Theory of Multimedia Learning 11 Cognitive-Affective Theory of Learning with Multimedia 12 Cognitive-Affective-Social Theory of Learning with Media 13 Design Effects 14 Introduction and Overview 14 An Overview on Politeness Research 15 Decorative Pictures and Learning with Multimedia 17 Methods 20 Participants and Design 20 Learning Materials 21 Measures 22 Results and Discussion 23 Summary of Results and Conclusion 23 Implications 25 Limitations and Future Directions 25 References 27 Appendix: Publications 34 Boundary Conditions of the Politeness Effect in Online Mathematical Learning 35 The Influence of Affective Decorative Pictures on Learning Statistics Online 45 Does the Position and Emotional Valence of Decorative Pictures (in Multimedia Learn-ing) Influence Learning Performance? 58 Lebenslauf 94 Selbständigkeitserklärung 99 / This work investigated the influence of emotions on learning and how to motivate students to learn mathematics with the help of social features. For this, one experiment concerning politeness and two experiments about decorative pictures were carried out. In the first experiment (N = 277), participants were assigned to one of four groups (instructions and feedback factors) with manipulation of politeness (polite vs. direct). The students had to learn topics from higher mathematics as part of an online mechanical engineering course. There were four chapters to complete and four posttests to control the knowledge learned. The results show that politeness in feedback motivated students to work longer and led to higher learning outcomes. However, politeness in instructions did not influence learning. It was assumed that politeness in instruction is not as powerful as politeness in feedback, and therefore, the changes in instruction did not influence learning. Next, decorative pictures were used to investigate the influence of further social processes on learning. The pictures contained no learning information but were context-related and should have influenced the participants’ emotions to enhance their learning. In sum, two experiments with decorative pictures and identical factors were conducted. The experiments investigated the influences of mastery and coping models with the help of positive and negative decorative pictures. The factors picture in the first section (positive vs. negative) and picture in the second section (positive vs. negative) were used. In the first experiment (N = 100), the students had to learn about nonparametric tests. The results show that the first positive decorative picture improved the learning outcomes in the first section, whereas the second positive decorative picture decreased the intrinsic and extraneous cognitive load. The results partially support the mastery model. However, decorative pictures had no influence on the learning outcomes in the second section, including retention, transfer, germane cognitive load, and emotions. Most likely, the emotional induction by decorative pictures was too weak. To increase the influence of decorative pictures on learning, a new experiment (N = 92) with a repeated presentation of the pictures (each picture was shown four times) was prepared. Furthermore, in contrast to the previous experiment, the pictures were combined with the learning materials (logarithmic tasks). Unexpectedly, decorative pictures in the experiment had no influence. Possibly, the pictures were overlooked. In summary, the social features of learning mathematics through an online course had some influence on the participants. Emotions, however, should play a role in all experiments. In the first experiment, the participants were motivated to learn through polite feedback, but politeness was not important during the instructions. In the second experiment, the valence of the pictures influenced the participants’ learning, as the first positive picture partially enhanced the learning outcomes and decreased the cognitive load. However, the positions of the pictures should be considered. In the third experiment, the combination of the pictures and learning materials on the same pages led to the participants ignoring the pictures.:Danksagung 4 Zusammenfassung 5 Abstract 7 Introduction and Theories 9 Introduction and Overview 9 Cognitive Load Theory 10 Cognitive Theory of Multimedia Learning 11 Cognitive-Affective Theory of Learning with Multimedia 12 Cognitive-Affective-Social Theory of Learning with Media 13 Design Effects 14 Introduction and Overview 14 An Overview on Politeness Research 15 Decorative Pictures and Learning with Multimedia 17 Methods 20 Participants and Design 20 Learning Materials 21 Measures 22 Results and Discussion 23 Summary of Results and Conclusion 23 Implications 25 Limitations and Future Directions 25 References 27 Appendix: Publications 34 Boundary Conditions of the Politeness Effect in Online Mathematical Learning 35 The Influence of Affective Decorative Pictures on Learning Statistics Online 45 Does the Position and Emotional Valence of Decorative Pictures (in Multimedia Learn-ing) Influence Learning Performance? 58 Lebenslauf 94 Selbständigkeitserklärung 99

Объектом исследования явилась учебная мотивация студентов. Предметом исследования стало влияние смешанной и дистанционной форм обучения на учебную мотивацию. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (84 источников) и 3 приложения, включающие в себя бланки применявшихся методик, а также полные таблицы исследования. Объем магистерской диссертации 87 страница, на которых размещены 1 рисунок и 9 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется основная гипотеза, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме учебной мотивации студентов. Представлены разделы, посвященные исследованию понятия учебной мотивации, ее структуры, факторов и современных подходов. А также рассматривается влияние вынужденного дистанционного обучения на учебную мотивацию студентов в условиях распространения COVID-19. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Опроснику учебной мотивации (EMI), разработанному на кафедре педагогики и психологии образования УрФУ , методике для диагностики учебной мотивации студентов (А.А. Реан и В.А. Якунин, модификация Н.Ц. Бадмаевой), методике для диагностики учебной мотивации студентов, методике изучения мотивации в вузе Т. Ильиной, опроснику имплицитных теорий интеллекта и личности К. Двек – Т.В. Корниловой , опроснику мотивации достижения Х. Шулера (AMI, 2004) в адаптации Виндекер О.С., опроснику формально-динамических свойств индивидуальности В.М. Русалова. Также в главе представлен сравнительный, корреляционный анализ результатов исследования, и определялась мера влияния. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутой гипотезе, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object matter of the study is the educational motivation of students. The subject of the study is the influence of blended and distance learning on learning motivation. The master's thesis consists of an introduction, two chapters, a conclusion, a list of literature (84 sources) and an 3 appendix, which includes the forms of the applied methodologies and as well as full study tables. The volume of the master's thesis is 87 pages, on which are placed 1 figure and 9 tables. The introduction reveals the relevance of the research problem, the development of the problematics, the purpose and objectives of the research are set, the object and the subject of research are determined, the basic hypothesis is formulated, the methods and the empirical base are specified, as well as the stages of the research, the scientific novelty, the theoretical and practical significance of the work. The first chapter includes an overview of the domestic and foreign literature on the subject of educational motivation of students. The sections devoted to the study of the concept of educational motivation, its structure, factors and modern approaches are presented. It also examines the impact of forced distance learning on the learning motivation of students in the context of the spread of COVID-19. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It provides a description of the organization and methods of the study and the results obtained using all the methods used: Questionnaire for educational motivation (EMI), developed at the Department of Pedagogy and Psychology of Education of the Ural Federal University, Methods for diagnosing students' educational motivation (A.A. Rean and V.A. Yakunin, modified by N.Ts. Badmaeva), Methods for diagnosing students' educational motivation, methods study of motivation at the university T. Ilina, Questionnaire of implicit theories of intelligence and personality K. Dwek - T.V. Kornilova, H. Schuler's Achievement Motivation Questionnaire (AMI, 2004) adapted by Windeker O.S., Questionnaire of formal-dynamic properties of individuality V.M. Rusalova. Also, the chapter presents a comparative, correlation analysis of the results of the study, and the measure of influence was determined. The findings of Chapter 2 are the main results of the empirical study. In conclusion, brief results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypothesis. The practical significance of the study is substantiated and possible prospects for further development of the problematics are described.

This diploma thesis deals with the issue of the Romani children and their motivation for learning. It is based on a widely believed idea that motivation of the Romani ethnic group in general is different from the vast majority of population. In practice this problem may manifest itself when the children in question are unwilling to learn, they disrupt the educational process, they refuse to go to school and discontinue their further education as such. The theoretical part of the paper is focused on describing Romani people and their particularities connected with the family environment in which the Romani children are brought up and which strongly forms their attitudes. It also determines the amount of motivation for learning as a starting point for success in terms of education. Motivational factors depend on the value of education in the broader socio-cultural context of the Romani minority. The practical part of the thesis is based on the ethnographic research. The purpose of the research has been to analyze motivation of the Romani children for education. The method of observation has aimed to find the answers for the following research questions: To what extent does socio-cultural and completely different historical background reflect the Romani children's motivation for learning? Which are...