Secondary Students’ Perceptions of Their Engagement in a Correcting Process

This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher’s intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students’ perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students’ responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students’ responses satisfied MLE’s criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.

Integrating a Mediated Learning Experience with Karlstad-model: A Longitudinal Study on a One-Year-Old Child with Down Syndrome

The study intends to raise a discussion regarding the question of whether a Mediated Learning Experience (MLE) can be considered applicable to children younger than two years with Down Syndrome (DS), to stimulate their cognitive abilities. In fact, currently MLE approach is used mainly for children of at least two years of age. The longitudinal study has been conducted for six months with a one-year-old child with DS (named T.) between 12 and 18-months of age. Sessions of video recording was conducted each week, videotaping the boy and his mother interacting in different object permanence and cause-effect activities. The article presents first a discussion about similar characteristics that can be identified between MLE and the Karlstad-model, an established approach used regularly in Norway to enhance the communication abilities of children with DS already from the first months. Then, the research presents and discusses how simple activities used also to introduce the Karlstad-model for enhancing child’s communication ability can be used to support specific cognitive functions. The study raises interest about the possibility of defining activities suitable for an MLE approach with focus on children younger than two years of age with DS. The results obtained are not generalizable but provide a starting point for discussion that opens up to possible qualitative and quantitative subsequent studies carried out on larger populations.

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

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

Penerapan Metode Mediated Learning Experience (MLE) pada Ibu dengan Anak Usia 3-4 Tahun untuk Meningkatkan Kualitas Interaksi dalam Kegiatan Pemberian Makan

Feeding is the right time for parent and child to interact. Based on elicitation, it shows that there is lack of interaction between mother and child when feeding activity. This research is aimed to improve the quality of both interaction between mother and child, and deliver education that related to food and its’ function. One of the method which can be used to increase quality of interaction when feeding activity, is Mediated Learning Experience (MLE). Mediated Learning Experience is an active interaction when parent or substitute adult modify the stimulus to improve the child’s ability. MLE method given to mothers by training. This research is one group pre-test and post-test design research. Measurement in this study used Wilcoxon Signed-Ranks Test. The result on pre-test -- post-test 1 shows that p = 0,012 (p < 0,05) or can be said that there is a significant difference between the quality of parent and child interaction while feeding activity before and after being given MLE training. Then, post-test 1 -- post-test 2 shows p = 0,167 (p > 0,05) or can be said that there is no significant difference between the quality of parent and child interaction while feeding activity on post-test 1 and post-test2.

The Dynamic Assessment of Narratives: A Bilingual Study

This study applied the dynamic assessment (DA) of narratives in a bilingual Spanish- and English-speaking early elementary population. We examined transfer and change in narrative performance within and across languages after mediated learning experience (MLE) in Spanish or English. Sixty-eight bilingual children were randomized to two groups: Spanish (n = 24) or English mediation (n = 25), while a control group (n = 19) participated in regular academic activities. The MLE Spanish and English groups participated in mediated learning focusing on storytelling ability, and children’s modifiability was rated. Pre- to posttest narrative macro- and microstructure change was measured for all children. Both MLE groups demonstrated significant gains in macrostructure compared to the no-treatment control group. Children’s stories were stronger in Spanish overall. Children in both MLE groups demonstrated transfer of narrative macrostructure across both languages regardless of the language of the MLE. When the language of MLE matched language of story production, children did not make greater posttest gains than when unmatched. Finally, MLE in English had a small effect on children’s modifiability ratings. For English-language learners, DA may be a valid method to assess children’s modifiability, language learning, and transfer of skills across languages in an academically relevant task.

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

This 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.