Mediated learning experience and its role in teaching fractions to pupils with learning difficulties

2018 ◽  
Vol 10 (2) ◽  
pp. 158-165
Author(s):  
Skordialos Emmanouil ◽  
Baralis Georgios
Keyword(s):  
Cognitive Skills ◽  
Learning Experience ◽  
Learning Difficulties ◽  
Mediated Learning ◽  
Mathematical Concepts ◽  
Self Confidence ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
Teaching Fractions

AbstractThis research focuses on studying the effect of mediated learning experience in children with learning difficulties in terms of deeper understanding of mathematical concepts. The main objective of the mediation method is to improve the cognitive skills of the participants through its close mediator–children interaction. This paper analysed the term ‘knowledge’ and how it is often interpreted mistakenly by many teachers. In the survey participated 10 pupils with learning disabilities, aged 10, who attended the fifth class of primary school in Athens, Greece. Here, the action research methodology was used because the researcher took the role of mediator and worked with the students to explore the fractions. Research findings show that mathematical concepts are easier and deeper understood through practical activities and active participation of all members of the class. The mathematical abilities of children with learning difficulties and their self-confidence towards lesson have been boosted during the survey to a remarkable extent.

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

Design Learning for Inclusion in Virtual World Through Cognitive Enhancement and the Feuerstein MLE's Perspective

2017 ◽  
pp. 181-199
Author(s):  
Rita Tegon
Keyword(s):  
Learning Environments ◽  
Learning Experience ◽  
Natural World ◽  
Added Value ◽  
Mediated Learning ◽  
Design Learning ◽  
The World ◽  
Mediated Learning Experience ◽  
And Behavior

The process of inclusion (understood not only as the inclusion of special needs) passes through the elements of a psychological-relational and cognitive character, or behaviors mediated by cognition and metacognition. Therefore, the role of the teacher is crucial in designing learning environments that promote inclusion through the development of relational, cognitive and metacognitive potential of students and in seeking the means to appreciate their added value. This paper focuses on models that allow the analysis of the pedagogical affordances (especially cognitive) of the VW and proposes the use of the assumptions of Feuerstein's Mediated Learning Experience (MLE); the goal is to help the teacher/ mediator to foster in the student the development of cognitive potential and make her find strategies and behavior transferable in the natural world. All this in order to promote the growth of young people interested in caring mankind and the world.

scholarly journals The Role of Painting Activity as an Emotional Regulation in Children with Asperger Syndrome

2019 ◽  
Vol 8 (2S9) ◽  
pp. 666-672
Keyword(s):  
Asperger Syndrome ◽  
Character Education ◽  
Emotional Regulation ◽  
Aesthetic Experience ◽  
Self Confidence ◽  
Learning Programs ◽  
Research Findings ◽  
The Subject ◽  
The Aesthetic

Children with Asperger syndrome still need to be adjusted, in regulating their emotion, to their enjoyment in an activity that will be their emotional allocation. Art is able to improve their self-ability, to strengthen their self-confidence, and also to re-shape lack of knowledge about their own identity. This is because activity of art becomes a collection of inspiration, the aspect of imagination that is closely related to the aesthetic experience. This was a qualitative research as a study intended to understand the phenomenon of something that is experienced by the subject of research. For example: behaviour, perception, motivation, and action in holistic way and described in form of words and language, in a specific-natural context and by utilizing various methods. The research findings show that ability of emotional regulation is the ability of the subject in receiving and understanding a command, and then in minimizing tantrum, so that the subject is able to achieve a treatment therapy; including the subject's ability to identify and draw an object or other objects around them, to recognize some painting tools and to answer questions orally or in writing through the image media. The therapy can be packaged through art education based on painting activity which is the advantage of an area itself. Schools present learning programs that also support character education and the creative potential of the children, so that they can live independently later.

Mediated Learning Activities Between Caregivers and Children Among New Immigrants and Veteran Families in Israel: An Experiment on Two “Home-Based” Tasks

2006 ◽  
Vol 6 (1) ◽  
pp. 72-99
Author(s):  
Girma Berhanu
Keyword(s):  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Cultural Practice ◽  
Mediated Learning ◽  
Systematic Observation ◽  
Verbal Form ◽  
New Immigrants ◽  
Home Based ◽  
Mediated Learning Experience

The author presents a study of the systematic observation of Mediated Learning Experience (MLE) among Ethiopian immigrants in Israel. The study was based on “semi-naturalistic” observation of two tasks–one experimental task with the new immigrants, another with veteran immigrants. The observation was conducted mainly on the basis of MLE parameters. The study illustrates the components of MLE that are most valuable and ones that are more emphasized than others as part of the overall cultural practice and its value system. Generally, Ethiopian parents infrequently use the mediation of transcendence infrequently and rarely provide mediation of competence and reward, especially in the explicit verbal form of a direct reward. More emphasis is placed on the accomplishment of actual acts with little room for making errors. The mediation of regulation of behavior is done with a more commanding and direct manner–sometimes scolding–with an authoritarian voice and body gestures. The overall picture of MLE among this immigrant population indicates that there is still a huge disparity between the mediational teaching style expressed as ideal in schools and the mediational styles that Ethiopian children are familiar with at home. This suggests a discontinuity between home and school that might inhibit a rapid adaptation to the school’s learning style for the children.

Providing Mediated Learning Experiences Through Multidimensional Play Therapy

2005 ◽  
Vol 5 (2) ◽  
pp. 168-182
Author(s):  
Shyh Shin Wong
Keyword(s):  
Play Therapy ◽  
Learning Experience ◽  
Learning Experiences ◽  
Human Being ◽  
Mediated Learning ◽  
Systematic Application ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience ◽  
Play Therapist

Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.

Relationship Between Mother-Child Mediated Learning Experience (MLE) Strategies and Mothers’ Attachment Style and Mental Health

2008 ◽  
Vol 7 (3) ◽  
pp. 388-410 ◽  
Author(s):  
Esther B. Isman ◽  
David Tzuriel
Keyword(s):  
Mental Health ◽  
Attachment Style ◽  
Learning Experience ◽  
Free Play ◽  
Point Of View ◽  
Mediated Learning ◽  
Secure Attachment ◽  
Anxious Attachment ◽  
Affective Processes ◽  
Mediated Learning Experience

The purpose of this study was to investigate the relationships between mother-child mediated learning experience (MLE) strategies and mothers’ attachment and mental health. Fifty two Israeli mother-child dyads were videotaped at home in two interaction conditions: free play and structured. The interactions were analyzed using the Observation of Mediated Interaction (OMI). Mothers rated themselves on the Attachment Scale and the Mental Health Inventory. MLE strategies were found to be positively predicted by secure attachment and negatively by anxious attachment. In addition, MLE strategies were positively predicted by feelings of wellbeing. Gender differences are discussed. The findings support previous findings about affect-cognition relationships, and indicate the importance of perceiving the mediator from a holistic point of view. Mediation is perceived not only as a determining factor of affective processes, but also as being determined by them.

scholarly journals A EXPERIÊNCIA DA APRENDIZAGEM MEDIADA NO DESENVOLVIMENTO DA METACOGNIÇÃO ATRAVÉS DOS CICLOS DE LEITURA MAISPAIC

Trama ◽  
2020 ◽  
Vol 16 (37) ◽  
pp. 100-111
Author(s):  
Crígina Cibelle PEREIRA ◽  
Joelma Uchoa PINHEIRO ◽  
Jaqueline De Jesus BEZERRA
Keyword(s):  
Learning Experience ◽  
Sao Paulo ◽  
São Paulo ◽  
Mediated Learning ◽  
Porto Alegre ◽  
American Psychologist ◽  
Belo Horizonte ◽  
Mediated Learning Experience ◽  
Cognitive Monitoring

Este artigo discute sobre o espaço da literatura no ensino fundamental por meio da Experiência da Aprendizagem Mediada nos Ciclos de Leitura do Programa de Aprendizagem na Idade Certa (MAISPAIC), no eixo de Literatura e Formação do leitor. Objetivamos apresentar uma discussão acerca da atuação do professor como mediador da aprendizagem, no desafio de despertar  nos alunos o gosto pela leitura de deleite e o desenvolvimento da autonomia estudantil. Analisamos os Ciclos de Leitura MAISPAIC sob três perspectivas teóricas que fundamentam a proposta do Programa. Para a  mediação da aprendizagem, tomamos as concepções de Vygotsky (1991),sobre o sociointeracionismo pela linguagem com vistas ao desenvolvimento cognitivo e de Feuerstein (1991), bem como demais estudiosos,  por discorrerem sobre a Experiência da Aprendizagem Mediada como impulsionadora da modificabilidade cognitiva estrutural; na perspectiva dialógica da  interação entre leitor, texto e autor, trazemos o olhar de Bakhtin (1997, 2016),  integrando-o às ideias de Solé (1998) e  Cosson (2014), que apontam a leitura compartilhada como um momento interacional da linguagem em função do letramento literário dos alunos; para compreender a visão de educação impressa nessa proposta, buscamos  a partir de Freire(1987), analisar as relações de proximidade entre  as experiências do círculo de cultura  e a vivência dos Ciclos de Leitura no cotidiano  escolar.  A pesquisa adota uma abordagem qualitativa de natureza aplicada, englobando o estudo bibliográfico sobre a teoria da aprendizagem mediada, a análise documental do material orientador do MAISPAIC e as experiências vivenciadas nas formações de professores ofertadas pelo programa. Os resultados apontam os Ciclos de Leitura como uma experiência de mediação da aprendizagem que tem impulsionado os docentes a abordarem novas estratégias para o trabalho de compreensão textual e influenciado os alunos no aprendizado do deleite literário para desenvolvimento da metacognição e formação de leitores protagonistas.REFERÊNCIAS BAKHTIN, Mikhail. Estética da Criação Verbal. 2. ed. São Paulo: Martins Fontes, 1997.________ Os gêneros do discurso. Organização, tradução e notas de Paulo Bezerra. São Paulo: Editora 34, 2016.CEARÁ, Secretaria de Educação Básica. Cartilha Alforge de histórias. Encontros literários que sopram bons ventos na escola. Uma atividade destinada às turmas de 3º ao 5º ano do Ensino Fundamental. Fortaleza: SEDUC-CE, 2016.CEARÁ, Secretaria de Educação Básica. Eu conto contigo! Dinamização do acervo PAIC Prosa e Poesia. .Eixo de Literatura e Formação do Leitor. Fortaleza: SEDUC-CE, 2016. CEARÁ, Secretaria de Educação Básica. Guia de Orientações para o acompanhamento das CREDES aos municípios e escolas. Fortaleza: SEDUC-CE, 2017.CEARÁ, Secretaria de Educação Básica. Orientações para o acompanhamento das CREDES aos municípios e escolas. Fortaleza: SEDUC-CE, 2018.COSSON, Rildo. Letramento Literário: teoria e prática. 2. ed. São Paulo: Contexto, 2014.FEUERSTEIN, Reuven. Mediated learning experience: teoretical, psychosocial and learning implications. Tradução para fins didáticos. Londres: Freund Publishin House LTD,1991.FLAVELL, J. H. Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, v. 34, p. 906-911, 1979. FREIRE, Paulo. Pedagogia do Oprimido. 17. ed. São Paulo: Paz e Terra, 1987._______ Pedagogia da Autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 2011.GARCIA, Sandra Regina Rezende. Um estudo do termo mediação na teoria da Modificabilidade Cognitiva EstruturaL de Feuerstein à luz da abordagem sócio-histórica de Vygotsky. Dissertação de Mestrado em Psicologia. Universidade São Marcos, São Paulo, 2004.NEVES, Dulce Amélia de Brito. Meta-aprendizagem e Ciência da Informação: uma reflexão sobre o ato de aprender a aprender. Perspectivas em Ciência da Informação, vol. 12, n.3 Belo Horizonte Set./Dec. 2007SILVA, Regina Claudia de Oliveira da; REIS, Francisca das Chagas Soares; NASCIMENTO, Vilmar Andrade do. O contador-mediador de Histórias. Fortaleza: Expressão Gráfica e Editora, 2011.SOLÉ, Isabel. Estratégias de leitura. 6. ed. Porto Alegre: Artmed, 1998.VYGOTSKY. Lev Semyonovich. A Formação Social da Mente. 4. ed. São Paulo: Ed. Fontes, 1991.ZILBERMAN, Regina. A literatura infantil na escola. São Paulo. 8. ed. Global editora. 1994.Recebido em 29-11-2019 | Aceito em 15-02-2020

Sign in / Sign up

Export Citation Format

Share Document