2,154 research outputs found
Con Feuerstein, oltre Feuerstein /
No full textLa proposta di Reuven Feuerstein si basa sulla Teoria della Modificabilità Cogni- tiva Strutturale. Essa postula, per ogni individuo, anche se affetto da handicap, o fortemente deprivato sul piano psicosociale, la possibilità di modificare struttu- ralmente i suoi processi di pensiero e cambiare il modo con cui si accosta alla co- noscenza e alle esperienze di vita. Tale progresso dipende in larga misura, nella prospettiva di Feuerstein, dalla forza della Mediazione Educativa. Il concetto di mediazione è sicuramente la seconda colonna che costituisce l’impalcatura del- la proposta di Feuerstein (Feuerstein, Klein, Tannenbaum, 1999). Questi riprende in proposito le intuizioni di Vygotsky e le osservazioni sullo scaffolding di Bru- ner (1960) e le sviluppa ulteriormente facendo delle esperienze di apprendimen- to mediato la base metodologica del suo programma, ovvero la condizione per lo sviluppo a spirale della modificabilità cognitiva (Feuerstein, 1990). Ma la Zona di Sviluppo Prossimale proposta da Lev Vygotsky, l’Esperienza di Apprendimen- to Mediato proposta da Reuven Feuerstein, nonché le ricerche e il lavoro sugli anziani di Warner Schaie e Sherry Willis e i numerosi studi sugli effetti della sco- larizzazione sulle capacità intellettive, gli studi condotti da Gardner sulla plurali- tà delle intelligenze e le ricerche avviate dalla sua scuola (Fisher et alii) costitui- scono basi di conoscenza e di evidenze che non possiamo più ignorare. Possia- mo e dobbiamo pensare l’intelligenza in maniera diversa e più flessibile; ossia in maniera atta ad aiutare le persone a fronteggiare le sfide poste dall’ambiente in cui vivono grazie all’incremento dei livelli di metacognizione.
Con tutto ciò il progresso continuo della ricerca scientifica sul funzionamen- to dei processi cognitivi, ed in particolare sui processi di metacognizione con- nessi alla prospettiva della embodied cognition, per un verso, e alla caratteristi- ca enattiva che intrama e mobilita le nostre scelte di comportamento (Rossi, 2011), per l’altro, ci impongono di rivisitare sia la teoria che la metodologia pro- poste da Reuven Feuerstein allo scopo di valorizzarla, e di superare, insieme, al- cuni nodi problematici che incontriamo nelle pratiche di counselling o di inter- vento riabilitativo e inclusivo
An exploration of mediation in an intervention programme for educationally disadvantaged medical students
No full textIncludes bibliographical references (leaves 163-177).This thesis explores the academic and cognitive difficulties that educationally disadvantaged first year medical students experienced prior to the Intervention Programme and the role of mediation in the programme to address underachievement by providing the necessary academic building blocks for students to return to mainstream. This study draws on the theories of Vygotsky and Feuerstein to investigate how mediation can be studied in an academic development programme, using a collective case study with qualitative and quantitative research methods
Contribuições da matemática para alunos com dificuldades de aprendizagem
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.Este trabalho contextualiza a importância da disciplina de matemática e sua contribuição dentro e fora da sala de aula, para os alunos que apresentam dificuldades de aprendizagem. Apresenta uma revisão bibliográfica sobre as dificuldades de aprendizagem, as teorias de aprendizagem, principalmente sobre Feuerstein e a teoria da modificabilidade cognitiva, e sobre a disciplina de matemática. Enfoca a aplicação de conceitos que desenvolvem o raciocínio lógico em situações reais de uma sala de aula de modo a validar a experiência e a superação das dificuldades na disciplina citada bem como em outras disciplinas, levando os alunos que apresentam dificuldades de aprendizagem a conhecer, interagir, a participar do processo de ensino-aprendizagem com a mediação do professor de forma dialética, desenvolvendo desta maneira suas potencialidades e habilidades
Characterization of binding kinetics of [³H]Tyr- D -Arg²-Phe-Sar⁴ at opioid receptors
No full textThe dermorphin-derived, MOP receptor-selective tetrapeptide Tyr-D-Arg(2)-Phe-Sar(4) (TAPS) exhibits a high antinociceptive potency and stimulates respiration in rats. The receptor binding kinetics of [H-3]TAPS were investigated using crude calf thalamic membrane preparations. Saturation studies showed binding of [H-3]TAPS at two binding sites (0.4 and 3.2 nM). In the presence of MgSO4, [H-3]TAPS binding occurred with high affinity at a single site only. The high-affinity binding component was reduced following the addition of K-2-EDTA. The increase of the apparent dissociation constant was due to an enhanced dissociation rate (P<0.05), while association rates remained unchanged. Addition of 5-guanylylimidodiphosphate (Gpp(NH)p) resulted in a reduction of affinity which was augmented in the presence of Na+. Thus, [H-3]TAPS, depending on the presence of divalent cations, serves as ligand at two MOP receptor binding sites in the calf thalamus, which may represent distinct affinity states of the same receptor or receptor subtypes thereof. (C) 2003 Elsevier B.V. All rights reserved.NIDA NIH HHS [R01DA07212
Evaluation of the Scottish Borders Feuerstein Instrumental Enrichment (FIE) programme
No full textIn the light of decades of worldwide research that implies that the Feuerstein Instrumental Enrichment (FIE) programme has potential to enhance learning and attainment (Romney and Samuels, 2001) a pilot programme was launched in Scottish Borders Council schools in September 2005. Since the programme includes activities to help pupils to control impulsive behaviour, most pupils selected for the programme had a history of underachieving due to social, emotional or behavioural problems. The FIE programme is described in Section 1. There are two strands to the pilot project: one is equipping teachers to deliver the FIE programme to the most vulnerable pupils, the other is the adoption of the Feuerstein approach to mediating learning across schools. While the first strand is very resource intensive, the second strand can operate with more modest investment. In 2005-2006, 32 primary and secondary teachers, including members of school Senior Management Teams, volunteered for the Feuerstein accredited training and began to deliver the FIE programme with the selected pupils for around 80 minutes per week. Scottish Borders Newly Qualified Teachers (probationers) also participated for three days in the area of the Feuerstein training that deals specifically with mediated learning. Since there is extensive research evidence that the quality of the teacher’s mediation is a major influence on learning, early career training in mediation was thought likely to yield long-term dividends. This evaluation is one of many of FIE programmes. The Scottish Borders programme is a pilot project that had been operational for around six months (excluding school holiday weeks) when the evaluation began. Typically, published evaluations are of FIE programmes that have been running for at least two years and often these programmes provided more lessons than in the Borders pilot project
Ambitos de aplicación de la teoría de la modificabilidad estructural cognitiva de Reuven Feuerstein
No full textAn exploration of Reuven Feuerstein's cognitive structural modifiability (CSM) theory, in relation to the scope of its application, is made in the article. For this reason, a compilation of studies in Latin America, The United States, and Europe, is made, in order to identify the different scenarios in which the theory can be applied. The results show that Feuerstein's theory is linked to the concept of human development and that the systems created, based on the CSM, allow the reduction of the cultural deprivation of many people, regardless of the endogenous factors that affect it.En el artículo se hace una exploración de la teoría de la Modificabilidad Estructural Cognitiva (MEC) de Reuven Feuerstein, en relación con los ámbitos de aplicación de la misma. Para lo anterior, se ha hecho una recopilación de algunos estudios realizados en América Latina, Estados Unidos y Europa, a fin de identificar los diversos escenarios en que la teoría puede tener aplicación. Los resultados evidencian que la teoría de Feuerstein está ligada al concepto de desarrollo humano y que los sistemas creados con base en la MEC permiten reducir la deprivación cultural de muchas personas sin importar los factores endógenos que le afecten
Genome-wide association mapping reveals genetic loci underlying phenotypic variation in early root vigour improvement induced by osmopriming in Brassica napus L
No full textAbstract Background Seed osmopriming is an effective pre-sowing treatment that enhances early seedling vigour and promotes robust root development in Brassica napus L., thereby contributing to improved establishment during the early growth stages. However, the genetic basis of variation in osmopriming responsiveness remains poorly understood. This study employed genome-wide association studies (GWAS) using 15,311 single-nucleotide polymorphisms (SNPs) in 228 spring-type B. napus accessions to uncover loci associated with root vigour response to polyethylene glycol (PEG-6000)-mediated osmopriming. Results PEG-6000 osmopriming significantly enhanced root vigour traits, increasing average radicle emergence (RE) from 72.7% to 84.4%, root length (RL) by 64.6% (18.2 mm to 29.9 mm), root growth rate (RGR) by 97.8% (1.37 mm/h to 2.71 mm/h), and vigour index (VI) by 88.6% (1355 to 2556) after 72 h of sowing. We also observed substantial phenotypic variation in relative response (e.g., 99.69% CV for RR-VI), which highlights the diversity of osmopriming responsiveness within the population. Our GWAS analysis identified 11 significant SNPs across seven chromosomes (A03, A04, A07, C01, C02, C03, C08), associated with relative responses in four root vigour traits (RR-RE, RR-RL, RR-RGR, and RR-VI). Candidate genes within these loci include regulators of osmotic stress adaptation, water transport, root development, redox balance, and cell wall remodelling. Notably, haplotypes RR-RE-Hap6 on chromosome A03 and RR-VI-Hap1 on chromosome C02 were identified as favourable haplotypes for RR-RE and RR-VI, respectively. Conclusion Our study provides the first genomic dissection of osmopriming response in B. napus, identifying key loci and candidate genes associated with priming-enhanced root vigour. These findings highlight novel targets that could be leveraged in marker-assisted breeding to develop rapeseed cultivars with improved early root growth, which is crucial for robust seedling establishment
Mediação docente : aprendizagem e desenvolvimento na perspectiva de Reuven Feuerstein
No full textOrientadora: Prof.ª Dr.ª Araci Asinelli-LuzDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa : Curitiba, 26/03/2013Inclui referências: p. 122-126Resumo: A pesquisa que dá suporte a esta dissertação caracteriza-se como uma pesquisa qualitativa, tendo como participantes duas professoras do primeiro ano do Ensino Fundamental, e foi realizada essencialmente no espaço da prática docente, em duas turmas de primeiro ano do Ensino Fundamental, de duas escolas públicas da mesma cidade, com ótimos níveis nas avaliações do Índice de Desenvolvimento da Educação Básica (IDEB). As escolas, campo de pesquisa, têm excelente avaliação informal frente à comunidade. Portanto, esta dissertação tem como objetivo geral investigar a prática docente mediadora, que contribui para a construção de uma educação de qualidade. Durante o percurso, este estudo verificou a ocorrência das categorias mediadoras colocadas pelo autor de referência, Reuven Feuerstein, na prática de professores do primeiro ano do Ensino Fundamental. Reuven Feuerstein, por meio de seus estudos e da "Teoria da Modificabilidade Cognitiva Estrutural", traz contribuições significativas para a compreensão das necessidades de aprendizagem do ser humano em um processo que é contínuo e que se relaciona diretamente com a atuação do professor. Durante a investigação, foram realizadas observações da prática docente, entrevistas semiestruturadas e ainda questionários para que os resultados se aproximassem da realidade. Para o tratamento, a interpretação e a análise dos dados, foram utilizados como referência os doze critérios de mediação, citados por Feuerstein. Por meio do desenvolvimento e compartilhamento dos resultados, verificou-se a existência de elementos pertencentes às descrições explicadas pela Teoria da Modificabilidade Cognitiva Estrutural, especialmente o que se refere à Aprendizagem Mediada, na prática dos docentes do primeiro ano do Ensino Fundamental. Entretanto, muitas dessas ações são praticadas intuitivamente ou como resultado de experiências positivas das próprias professoras. Este estudo oferece aos professores uma reflexão de sua prática e, mais do que isso, apresenta possibilidades de efetivação da aprendizagem mediada. Assim, ao tomar conhecimento dos elementos teóricos colocados por Feuerstein e colaboradores, é possível, conscientemente, articulá-los com a atuação docente, contribuindo ainda mais para o avanço na qualidade do trabalho do professor da educação básica.Abstract: The research, which supports this dissertation, is characterized as a qualitative research with two first-year teachers of elementary school as participants, and was conducted essentially in the space of teaching practice, in two public schools in the same city, with great levels in the assessments of the Basic Education Development Index (IDEB - Índice de Desenvolvimento da Educação Básica). The schools, research field, have excellent informal assessment upon the community. Its general objective is to investigate the community. Its general objective is to investigate the mediating teaching practice, which contributes to the construction of a quality education. During its journey, the study found the occurrence of mediating characteristics placed by the author reference, Reuven Feuerstein, the practice of teachers in the first year of elementary school. Reuven Feuerstein, through their studies and the "Theory of Structural Cognitive Modifiability", brings significant contributions to the understanding of the learning needs of the human being in a process that is continuous and that relates directly to the performance of the teacher. During the investigation, there were observations of teaching practice, semistructured interviews and questionnaires even so the results come closer to reality. For treatment, interpretation and analysis of data were used as reference the twelve criteria for mediation, posed by Feuerstein. Through the development and sharing of the results, the existence of elements belonging to the descriptions placed by Theory Structural Cognitive Modifiability, especially as regards the Mediated Learning in practice of teachers of first year of elementary school. However, many of these actions are practiced intuitively or as a result of positive experiences of the teachers themselves. The study gives teachers a reflection of your practice and, more importantly, presents possibilities of effecting mediated learning. Thus, upon learning of the theoretical elements placed by Feuerstein and colleagues, you can consciously articulate them with educational performance, further contributing to the advancement in the quality of work of an elementary school teacher
Die invloed van Feuerstein se instrumentele verrykingsprogram op die ontwikkeling van denkvaardighede by onderwysstudente
No full textThesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest
with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills.Master
The influence of Reuven Feuerstein ́s method on elementary school teacher didactics
No full textThis diploma thesis deals with influence of Feuerstein's method of Instrumental Enrichment on didactics of elementary school teacher. The Instrumental Enrichment method is a very sophisticated strategy for developing individual cognitive structures. A person who helps develop cognitive structures acts as a mediator. These mediators are most often parents or teachers. So, according to Feuerstein, the teacher is not merely a knowledge builder, but he tries to develop his / her thinking and teaching potential. The aim of my work is to deepen the general knowledge of the influence of this method on teachers' didactics from the perspective of those teachers who work with it. To clarify in which areas didactics teachers perceive the impact of this method and how concrete changes are reflected. The theoretical part of the thesis introduces the author of the method, Professor Reuven Feuerstein, and the theoretical starting points from which his method is based. In addition, Feuerstein's Instrumental Enrichment Program is introduced, which is an application of mediated learning to pedagogical practice. It further defines the concept of didactics. The last part deals with available research on the influence of the method on teachers' didactics. In the empirical part, which is based on qualitative research..
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