Meninos e Meninas de Rua: o que Sabem e como pensam

Busca esta investigação rastrear, num primeiro momento, o que sabem meninos e meninas de rua sobre família, educação-escola, riquezapobreza, saúde-doença, FEBEM, juizado, polícia, violência, saláriotrabalho, entre outros tópicos. Num segundo momento, busca investigar como pensam, isto é, sua capacidade organizadora desses saberes ou sua lógica. A análise doprimerio tópico revela expressões, sentimentos e comportamentos, como: aceitação, crítica, revolta, passividade, ironia, raiva, ódio, tristeza, afeto, desafeto, denúncia de perplexidade diante da realidade social. A análise do segundo, valendo-se de epistemologia genética piagetiana e da lógica formal, orienta-se pelas categorias: narrativa de ações, controle do tempo, fragmentos — totalidade, afirmação seguida de conjunção adversativa, o raciocínio hipotéticodedutivo, argumentação concatenada. Esta pesquisa procurou, pelas vias combinada da epistemologia genética piagetiana e da pedagogia freireana, delinear os pressupostos de um caminho capaz de recuperar o significado do processo de construção do conhecimento e da relação pedagógica fecunda, com vistas ao processo educacional escolar, em particular o de alfabetização, desses sujeitos. Abstract This research aims to investigate, first, what street children know )outfamily, education-school, wealth-poverty, health-disease, FEBEM Children care governmental institution), justice courts, police, violence, vage-work. Secondly, it aims to investigate how they think, that is, their rganization capacity on these knowledges or their logic. The analysis of the first topic reveals expressions, feelings and behaviors such as acceptation, criticism, indignation, passiveness, mockery, angriness, hate, sadness, affection, disaffection, denouncement ofperplexity on social realty. Using Jean Piaget 's Genetic Epistemology and formal logic, the analy-s of the second topic is guided by the categories: narration ofactions, me control, fragments — totality, assertion followed by an adversative onjunction, hypolhetical-deductive reasoning, concatenate argumentaon. Combining Piaget 's Genetic Epistemology and Paulo Freire s Pedaogics this research has tried to outline the assumptions for a pa th cambie to recover the meaning of the knowledge construction process on one hand, and of a rich pedagogical relationship, on the other, aiming the school educational process, specifically basic instruction for these subjects. Résumé Cette investigation veut chercher, dans un premier moment, ce que les enfants de rue pensent sur là famille, éducation-école, richessepauvreté, santé-maladie, FEBEM (institution gouvernementale daideà 'enfance), tribunauxpour enfants, police, violence, salaire-travail. Dans n deuxième moment, elle essaye de rechercher comme ils pensent, c 'est--dire, leur capacite d 'organisation de ces connaissances ou leur logique. 'analyse du premier thème revele des expressions, sentiments et omportements comme: acceptation, critique, revolte, passivité, ironie, age, haine, tristesse, affection, désaffection, dénonciation de perplexité devant là réalité sociale. L 'analyse du deuxième thème, employant de l 'Épistémologie Genétique de Piaget et de là logique formate, est orientée par les categories: narraíion des actions, controle du temps, fragments — totalité, qffirmotion suivie d 'une conjonction adversative, raisonnement hypothético-déductif argumentation enchainée. Cette recherche essaya, par les voies combinées de l 'épistémologie genétique de Piaget et de là pédagogie de Paulo Freire, de tracer les présuppositions d'un chemin capable de retrouver le signifié du procede de construction de là connaissance, d'un côté, et du rapport pédagogiquefécond, d'autre, pour le procede educational à l 'école, spècifiquement d'alphabètisation de ces sujets. Resumen Esta investigación trata, en un primer momento, de rastrear Io que saben los ninos callejeros sobre familia, educación-escuela, riquezapobreza, salud-enfermedad, FEBEM (Institución de atención al menor), juzgado de menores, policia, violência, sueldo-trabajo. En un segundo momento, busca investigar como ellos piensan, o sea, su capacidad de organización de esos saberes o su lógica. El análisis del primer tema revela expresiones, sentimientosy comportamientos de aceptación, crítica, sublevación, pasividad, ironia, ódio, tristeza, afecto, desafecto, denuncia de perp lex idadante là realidad social. El análisis del segundo, valiéndose de Ia Epistemologia Genética de Piaget y de là lógica formal, se orienta a través de Ias categorias: narrativa de acciones, control del tiempo, fragmentos — totalidad, afirmación seguida de conjunción adversativa, razonamiento hipotético-deductivo, argumentación concatenada. Esta investigación busco, por Ias vias combinadas de là Epistemologia Genética de Piaget y là Pedagogia de Paulo Freire, delinear los presupuestos de un camino capaz de recuperar el significado del proceso de construcción del conocimiento, por un lado, y de là relación pedagógica fecunda, por otro, para un proceso educacional escolar, especificamente de alfabetización de esos sujetos.

The Impact of Different Game Types and Sports on College Students’ Physical Activity and Motivation in Basic Instruction Program Settings

Background: Although Basic Instruction Program (BIP) or Higher Education Physical Activity Program (HEPAP) classes within university/colleges are founded on the rationale of providing students with opportunities to be physically active, little is known about the physical activity (PA) accrual and/or motivation levels in these classes. Objective: The purpose of the present study was to investigate college students’ Moderate to Vigorous Physical Activity (MVPA) and motivationlevels while playing different games types (modified games/MGs, small-sided games/SSGs, and full-sided games/FSGs) in badminton and soccer classes. In addition, the study examined the extent to which motivation levels predicted students MVPA. Method: Participants were seventy-one college students (14 females) from a rural Mid-Atlantic university in the United States (U.S.).Triaxial accelerometers were used to collect MVPA data and the Intrinsic Motivation Inventory (IMI) to measure student motivation. Results: Students in soccer classes had statistically significant more MVPA than those in badminton. Students in soccer and badminton classes had most MVPA in FSGs and SSGs, respectively. Although students reported similar scores in the three IMI subscales when data were aggregated, soccer students reported higher levels of competence and effort in MGs, whereas badminton students reported higher levels of competence and effort in SSGs. Interest was the only statistically significant predictor of MVPA in MGs whereas perceived competence statistically significantly predicted MVPA in both SSGs and FSGs. Conclusion: PE and sport practitioners should utilize the different game types to find the optimal balance between MVPA and student motivation and realize lesson objectives.

Investigating Teacher-Learner Interaction in EFL Classes a Basic Level of Learning

The current research aims at identifying the impact of teacher behavior on teacher-learner interaction in English language at the basic instruction level. The population consists of all male pupils in basic stage instruction within Kurdistan Region-Duhok city-Directorate of education, during the academic year (2013-2014). The sample for the study has been randomly chosen from the basic instruction – level 8. It consists of (32) pupils, sixteen forming the experimental group which has been taught by using Flanders Decimal System of behavior teacher-learner interaction (it has been prepared by the researcher depending on the source and other previous studies and researches so as to test the hypotheses of the current study. It has also been made valid through its presentation to a panel of experts, while the reliability factor has been computed by using the re-test method. On the other hand, sixteen pupils formed the control group which has been taught by using the Recommended Method by the Ministry of Education (henceforth RM). The t-test has been used for the equivalence of groups. Moreover, the researcher has used the tape recorder to access to the patterns of verbal interaction inside the classroom. The achievement test is the research tool for gaining the results of the experiment after being made valid and reliable. The findings show that teachers of English can make use of the given time in the class more successfully if they focus on encouraging learners (pupils) and accepting their ideas. Additionally, there is a limited influence of the variable related to the period of teaching service and place of graduation on the patterns of interaction inside the classroom as it has affected the percentage of the teacher's instant questions. Thus, it showed teacher of English is the most effective strategy in teacher-learner interaction. The research ends with some recommendations and suggestions depending on the findings of the study

Geo@NET in the context of the Platform of Assisted Learning from Aveiro University, Portugal

Geo@NET is a computer game, played online, whose main purpose is to motivate students to the study of Geosciences. This is the most recent game included in the Platform of Assisted Learning of “Projecto Matemática Ensino” (PmatE), and the first geosciences online game that was developed in Portugal. Geo@NET project involves the conception, planning, and development of several Question Generator Models, for online games and competitions between students of the 3rd cycle of Portuguese Basic Instruction. The main challenge of the game is to find the correct answers (true/false) in a set of affirmations. Only solving the questions of each level of the game allows the player to go to the next level. Since 2009, the number of games played in geo@NET has increased, which encourages for further developments of this project. Thus, this chapter aims to describe QGMs, the development of the game, and the results obtained so far.

ICAI Realization Method for Parallel Robot Instruction

This paper brought forward an intelligent computer aided instruction (ICAI) modeling method oriented to parallel robot instruction. According to the learning-origin structure of mechanical specialty students, the study process and cognition characteristics were analyzed, and the comparative research on their quality performance in parallel robot direction was carried out. The ICAI model was established oriented to parallel robot practical instruction combining machine learning and artificial intelligence method. Aiming at the basic instruction requirements of mechanical engineering specialty, the innovation mechanism of this area was researched, and the instruction strategies optimized and realization method were provided. Experiments proved that this method can simulate the implementation course of parallel robot instruction, and improve the instruction effects validly.