Use of a mobile plant identification application and the out-of-school learning method in biodiversity education.

Today, many students are no longer able to identify plants and researchers use the term "plant blindness" to describe students' ignorance of plant species. Knowledge of plant species is among the factors that best support an interest in and understanding of environmental issues, biodiversity, and a sustainable lifestyle. With the help of mobile technologies, it is thought that the knowledge level of students about herb and tree varieties can be increased outside of class hours and in outdoor education. The aim of this study was to determine the effect of the use of the PlantNet mobile application and the out-of-school learning method on the knowledge levels of 5th-grade students about the plant species in their environment and their behaviors demonstrating an understanding of biodiversity. For this purpose, at the beginning of the study, a plant species questionnaire and a biodiversity behavior questionnaire were applied to the students. Afterward, the students were asked to examine the plant species around them using the PlantNet mobile application. At the end of the activities, the data collection tools applied at the beginning of the study were applied again. It was determined that the students who participated in the activities displayed more biodiversity-related behaviors than before they participated in the activities, and that the students were able to write down more herb and tree species at the end of the activities. In addition, as a result of the activities, a positive and high-level relationship was found between the students' biodiversity-related behaviors and the total number of plant species they knew.

Corrigendum: The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children.

[This corrects the article DOI: 10.3389/fpsyg.2023.1198675.].

The program for introduction of basic mathematical knowledge: the effects in six years old Mexican children.

Introduction: The process of teaching and learning mathematics in primary school represents an obstacle for both teachers and pupils. According to the historical-cultural conception of development and education, the way how intellectual concepts are initially introduced may radically affect a student's success in learning. The historical-cultural conception of development, together with activity theory, may serve as the basis for creating a novel methodology for pedagogical work on mathematical concepts with pre-school and school children. Methods: The goal of the present study was to show the effects of work with an original program for the initial introduction of mathematical concepts to young school children. The program included reflexive symbolic and logical actions on the materialized and perceptual level, which were introduced and performed collectively by six-year-old children under the guidance and assistance of a teacher. The pupils were tested before and after their work with the program. Results: The results showed important qualitative and quantitative progress by the children in solving the tasks of the assessment, together with an increment of reflection on their intellectual actions. Discussion: The study points to the necessity for more intensive and extensive research, involving specialists in psychology and pedagogy trained in cultural-historical methodology.

Inclusivity for children with autism spectrum disorders: Parents' reflections of the school learning environment versus home learning during COVID-19.

Whilst attendance in mainstream school helps encourage inclusivity, these environments are recognised as being particularly challenging for young people with an autism spectrum disorder (ASD). The COVID-19 pandemic brought a novel transition as young people moved from school to home-learning. This study compared the experiences of parents of children with ASD and co-occurring health difficulties of school-learning environments with their home-learning environments during COVID-19 lockdown. An interpretative phenomenological analysis was conducted on semi-structured interviews from six parents of children (aged 8-15 years old) with ASD. Four superordinate themes were generated: Interactions between Health, ASD and Learning Environments; School Support and Managing Health Needs; Seeking Solutions; and Learning from COVID-19 Lockdown. The study highlighted the impact of ASD and co-occurring health difficulties on learning where parents found ways to provide positive home-learning environments which could be used and/or transferred back into school environments. These results hold real-world implications where educators could treat sensory and ASD friendly environments as standard and include genuine adjustments for children with ASD and additional needs. A flexible home-learning approach using parental knowledge around environmental adjustments that support learning, wellbeing and a sense of inclusion should be prioritised for children's overall development and wellbeing in these unprecedented times, and beyond.

Out-of-School Learning in the Wadden Sea: The Influence of a Mudflat Hiking Tour on the Environmental Attitudes and Environmental Knowledge of Secondary School Students.

In this study, the Wadden Sea, as an out-of-school learning site, is considered from an empirical-research perspective of environmental education. The Wadden Sea in Germany is part of the largest contiguous mudflat area in the world. Although much evidence is already available on different teaching and learning processes at various out-of-school learning sites, this is not yet the case for the Wadden Sea. This research gap was taken up. In this paper, 427 students (mean age: 11.74 years) participated in a mudflat hiking tour. A pre-post-test design followed by a retention test was used to determine the impact of this on participants' environmental attitudes and environmental knowledge. The single factor analyses of variance with repeated measures demonstrated that the mudflat hiking tour had both a positive short-term and a positive long-term impact on environmental attitudes, as well as on environmental knowledge. All three constructs could, therefore, be positively influenced by the intervention. Correlation analyses revealed a positive relationship between environmental attitudes and environmental knowledge at three measurement time points. These results empirically confirm the potential of the Wadden Sea as an out-of-school learning site for environmental education with students from secondary schools. The effectiveness of non-formal education in this ecological environment can be proven.

Recursos del ambiente familiar y rendimiento de lectura en adolescentes / Recursos do ambiente familiar e desempenho de leitura em adolescentes / Family environment resources and reading performance by adolescents

Este estudo teve como objetivo verificar a associação entre os recursos do ambiente familiar e a leitura de adolescentes. Participaram 106 adolescentes, de ambos os sexos, de 11 a 16 anos, sem queixas de dificuldades de aprendizagem. Para a coleta de dados utilizou-se um texto narrativo, o questionário de múltipla escolha sobre o texto e o de Recursos do Ambiente Familiar, adaptado. Foi realizada a análise descritiva e inferencial por meio dos testes correlação de Spearman, Mann-Whitney e Kruskal Wallis, com nível de significância de 5%. Os recursos que promovem os processos proximais e as práticas parentais contribuíram para um melhor desempenho de leitura. Em contrapartida, a categoria de atividades previsíveis contribuiu negativamente. Assim, o ambiente e os recursos influenciaram o desempenho leitor dos adolescentes. Conclui-se que é importante a elaboração de medidas escolares e de políticas públicas, para fortalecer a relação família-escola, ampliar os recursos familiares e tornar o ambiente favorável ao ensino.

En este estudio se tuvo como objetivo verificar la asociación entre los recursos del ambiente familiar y la lectura de adolescentes. Participaron 106 adolescentes, de ambos sexos, de 11 a 16 años, sin quejas de dificultades de aprendizaje. Para la recopilación de datos se utilizó un texto narrativo, el cuestionario de múltiple elección sobre el texto y el de Recursos del Ambiente Familiar, adaptado. Se realizó el análisis descriptivo e inferencial por intermedio de las pruebas correlación de Spearman, Mann-Whitney y Kruskal Wallis, con nivel de significancia del 5%. Los recursos que promueven los procesos proximales y las prácticas parentales contribuyeron al mejor rendimiento de lectura. Por otro lado, la categoría de actividades previsibles contribuyó negativamente. Así, el ambiente y los recursos influenciaron el rendimiento lector de los adolescentes. Se concluye que es importante la elaboración de medidas escolares y de políticas públicas, para fortalecer la relación familia-escuela, ampliar los recursos familiares y tornar el ambiente favorable a la enseñanza.

This study aimed to verify the association between the resources of the family environment and teenage reading. A total of 106 adolescents of both sexes, aged between 11 and 16 years, without learning difficulties, participated in the study. For data collection, a narrative text, a multiple-choice questionnaire about the text and an adapted Family Environment Resources questionnaire were used. Descriptive and inferential analysis was performed using Spearman, Mann-Whitney and Kruskal Wallis correlation tests, with a significance level of 5%. Resources that promote proximal processes and parenting practices contributed to better reading performance. In contrast, the predictable activities category contributed negatively. Thus, the environment and resources influenced the adolescents' reading performance. It is concluded that the elaboration of school measures and public policies is important to strengthen the family-school relationship, expand family resources and make the environment favorable to teaching.

Escala de motivação para a aprendizagem para o ensino fundamental: análise psicométrica / Learning Motivation Scale for elementary school: Psychometric analysis

INTRODUÇÃO: A motivação para aprender é fundamental no processo de ensino-aprendizagem, relacionada a fatores internos e externos ao indivíduo. OBJETIVO: Analisar a psicometria da Escala de Motivação para a Aprendizagem para estudantes do Ensino Fundamental e sua associação com aspectos sociodemográficos. MÉTODOS: Estudo observacional, analítico e transversal com 124 adolescentes de uma escola de financiamento privado e seus pais ou responsáveis. Os dados de caracterização dos participantes, motivação e classificação econômica foram obtidos por meio dos instrumentos Questionário autoaplicável de Caracterização dos participantes, Escala de Motivação para a aprendizagem (EMAPRE) e Critério de Classificação Econômica Brasil (CCEB), respectivamente, e submetidos a análise fatorial confirmatória, de consistência interna e inferencial RESULTADOS: Na análise descritiva, observou-se maior mediana na distribuição dos escores do domínio Meta Aprender. Na análise de associação, o domínio Meta Aprender mostrou associação linear e inversa com as variáveis idade e ano escolar. Na análise fatorial, os três fatores explicaram 40,56% da variância total na análise dos componentes principais e à rotação Varimax. Na análise da consistência interna, os domínios da escala de motivação apresentaram Alpha de Cronbach entre 0,795 e 0,801. CONCLUSÃO: Instrumento adequado para o perfil da amostra estudada e a importância de mais estudos e estratégias que favoreçam melhor motivação para a aprendizagem.

INTRODUCTION: Motivation to learn is a fundamental aspect in the teaching-learning process, related to internal and external factors to the individual. OBJECTIVE: To analyze the psychometry of the Learning Motivation Scale for students at elementary school and its association with sociodemographic aspects. METHODS: Observational, analytical and cross-sectional study with 124 adolescents from a privately funded school and their parents or guardians. The data on participants' characterization, motivation and economic classification were obtained through the instruments Self-administered Questionnaire for Characterization of Participants, Motivation for Learning Scale (EMAPRE) and Criteria for Economic Classification Brazil (CCEB), respectively, and submitted to confirmatory factor analysis, internal consistency and inference. RESULTS: In the descriptive analysis, a higher median was observed in the distribution of scores of the Meta Aprender domain. In the association analysis, the Meta Aprender domain showed a linear and inverse association with the variables age and school year. In the factor analysis, the three factors explained 40.56% of the total variance in the principal component analysis and the Varimax rotation. In the analysis of internal consistency, the domains of the motivation scale presented Cronbach's Alpha between 0.795 and 0.801. CONCLUSION: Appropriate instrument for the sample studied and the importance of a teaching that favors better motivation for learning.

The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States.

As policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho's 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students' outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

Aprendizagem escolar: desafios do professor na atividade docente / School Learning: teacher's challenges in their teaching activities / Aprendizaje Escolar: desafíos del profesor en la actividad docente

Nas duas últimas décadas, período este delimitado a partir da promulgação da atual Lei de Diretrizes e Bases da Educação Nacional (Lei 9.394/96) e marcado por uma elevação na quantidade de matrículas na escola, especialmente no ensino fundamental, o processo de aprendizagem escolar tem se constituído numa questão urgente do nosso tempo, seja nos cursos de formação inicial e/ou continuada de professores, seja no seio da família e da própria escola, ou ainda nos consultórios médicos. Diante dessa problemática, a atividade docente tem sido analisada a partir de diferentes perspectivas, tanto políticas quanto pedagógicas, com vistas a atender a questão do processo de aprendizagem escolar. Tendo a psicologia sócio-histórica como base teórico-metodológica, este artigo objetiva apreender a dimensão subjetiva dos desafios vividos pelo professor na atividade docente frente às possibilidades de aprendizagem que se configuram no espaço escolar. Metodologicamente, o trabalho de investigação se desenvolveu por meio da realização de entrevista semiestruturada e o processo de análise e interpretação dos dados teve como base de apoio a proposta dos núcleos de significação. Os resultados do processo de análise e interpretação apontam para a constituição de dois núcleos de significação, a saber: 1) A vida na escola: um caminho de flores e espinhos; e 2) Da formação à prática: sonhos, possibilidades e desafios.

The last two decades was a period delimited by the promulgation of the current Lei de Diretrizes e Bases da Educação Nacional (Lei 9.394/96) - National Education Guidelines and Base Law (Law 9,394/96), and characterized by an increase in the number of registrations in schools, especially in regards to elementary and middle schools. The school learning process has been constituted as an urgent issue for our time, whether in the undergraduate course and/or other academic training for teachers, or in the family and school environments or even in the doctors' offices. Based on this matter, the teaching activity has been analyzed through different perspectives, both political and pedagogical, in view of addressing the issue of school learning process. Taking into account the socio-historical psychology as theoretical and methodological basis, this article aims to seize the subjective dimension of the challenges experienced by the teacher in their teaching activities as pertaining to the students' learning. Methodologically, the research was developed through semi-structured interview and the process of analysis and interpretation of the data was based on the nuclei of meanings proposal. The results of the process of analysis and interpretation points out to a constitution of two nuclei of meanings, they are: 1) The school life: a path of flowers and thorns; and 2) From training to practice: challenges and possibilities.

En las últimas dos décadas, período delimitado desde la promulgación actual de la Ley de Directrices e Base de la Educación Nacional (Ley 9.394/96), y marcado por un aumento en el número de inscripciones en la escuela, especialmente en la enseñanza mediana, el proceso de aprendizaje se ha constituido en una cuestión urgente de nuestro tempo, en cursos de formación inicial y continua de profesores, dentro de la familia o en consultorios médicos. Frente a esta problemática, la actividad docente ha sido analizada desde diferentes perspectivas, tanto políticas como educativas. Teniendo la psicología socio-histórica como base teórico-metodológica, este artículo surge con el objetivo de apoderarse de la dimensión subjetiva de las dificultades experimentadas por el profesor en la enseñanza de la actividad, frente al estudiante de la escuela de aprendizaje. Metodológicamente, el trabajo de investigación desarrollado por medio de entrevista semiestructurada y el proceso de análisis e interpretación de los datos se basó en la propuesta de la ayuda del núcleo de significación. Los resultados del proceso de análisis e interpretación presentan la constitución de dos núcleos de significado, son ellos: 1) La vida en la escuela: "cada vez se encuentra una flor" y 2) Desafíos de formación: "Creemos que la escuela puede cambiar el mundo".

A dimensão subjetiva da aprendizagem do estudante adulto em situação de vulnerabilidade social / The subjective dimension of adult student learning in situations of social vulnerability / La dimensión subjetiva del aprendizaje del estudiante adulto en situación de vulnerabilidad social

O objetivo dessa pesquisa foi analisar como a condição de aprendente escolar está constituída na subjetividade de estudantes em situação de vulnerabilidade social, fundamentado na Teoria da Subjetividade desenvolvida por González Rey. As informações foram produzidas a partir de entrevistas semiestruturadas, complemento de frase, diário de campo, linha do tempo (trajetória de vida e escola) e observação. A pesquisa foi realizada em uma escola pública do Distrito Federal, que atende especificamente moradores ou ex-moradores de rua, que vivem em situação de vulnerabilidade social. Identificou-se que, nos três participantes da pesquisa, mesmo tendo passado por experiências bem parecidas, como ter morado nas ruas, serem ex-usuários de drogas e terem abandonado a escola ainda na adolescência, o modo como subjetivam a condição de aprendente escolar é perpassado pela natureza dos sentidos subjetivos que são produzidos no tempo presente, por vezes expressando uma condição de sujeito ou de agente do processo de aprendizagem escolar.

The aim of this research was to analyze how the condition of school learner is constituted in the subjectivity of students in a situation of social vulnerability, based on the Theory of Subjectivity developed by González Rey. The information was produced from semi-structured interviews, sentence complement, field diary, timeline (life trajectory and school) and observation. The research was carried out in a public school in the Federal District, which specifically serves residents or former homeless people, who live in a situation of social vulnerability. We identified in the three research participants that, even though they had very similar experiences, such as living on the streets, being ex-drug users and having left school while still in their teens, the way they subjectivate the condition of school learner is permeated by the nature of the subjective senses that are produced in the present time, sometimes expressing a condition of subject or agent of the school learning process.

El objetivo de esta investigación fue analizar cómo se constituye la condición del aprendiz escolar en la subjetividad de los estudiantes en una situación de vulnerabilidad social, basada en la Teoría de la subjetividad desarrollada por González Rey. La información se produjo a partir de entrevistas semiestructuradas, complemento de oraciones, diario de campo, línea de tiempo (trayectoria de vida y escuela) y observación. La investigación se llevó a cabo en una escuela pública en el Distrito Federal, que atiende específicamente a personas sin hogar y que ya fueron sin hogar, que viven en situación de vulnerabilidad social. Identificamos en los tres participantes de la investigación que, a pesar de que tuvieron experiencias muy similares, como vivir en la calle, ser ex drogadictos y haber dejado la escuela cuando aún eran adolescentes, la forma en que subjetivan la condición de un aprendiz escolar está impregnada por la naturaleza de los sentidos subjetivos que se producen en la actualidad, o que expresa una condición de sujeto o de agente del proceso de aprendizaje escolar.

Dificuldades na aprendizagem escolar, atraso motor e prática de atividade física: revisão sistemática / Difficulties in school learning, motor delay and the practice of physical activity: a systematic review

O processo humano do aprendizado é marcado pelo dinamismo e complexidade, estruturado a partir do ato motor e da percepção, dando origem à cognição. Contudo, a influência da prática de atividade física e das aulas de educação física no desenvolvimento da função cognitiva ainda não são consenso entre os pesquisadores. Sendo assim, este estudo tem como objetivo verificar se crianças com problemas na aprendizagem escolar apresentam maior atraso motor e se a prática de atividade física contribui para melhora do processo cognitivo de aprendizagem. Foram selecionados neste estudo 8 artigos que investigaram (n=835) escolares de 6 a 12 anos. Os resultados demonstraram que a dificuldade na aprendizagem escolar está relacionada ao maior atraso motor e que grupos que participaram de atividades físicas e das aulas de educação física melhoraram o desempenho das funções cognitivas de aprendizagem. Portanto, torna-se fundamental a prática de atividade física e a participação das aulas de educação física, devido sua contribuição no processo de fortalecimento do desenvolvimento infantil.

Human learning is marked by dynamism and complexity. It is structured from the human motor skills and perception, and thus originating cognition. However, there is no agreement among researchers on the influence of physical activity and physical education classes on the development of cognitive function. Therefore, this work aims at verifying if schoolchildren with learning disabilities present greater human motor delay and if physical activity contributes towards a better cognitive leaning process. Moreover, this study also aims at verifying if physical activity improves cognitive learning. In this study, a total of eight (8) journal articles were chosen, which investigated (n=835) students aged from 6 to 12 years old. The results showed that learning disability is related to a higher human motor delay. It also demonstrated that groups which participated in physical activities and in physical education classes presented better human motor skills and better performance of the cognitive functions in learning. Thus, it can be concluded that physical activity and physical education classes play an important role on the progress of children development.

Intenção e atenção face à aprendizagem em estudantes do ensino técnico brasileiro / Intención y atención frente al aprendizaje en estudiantes de la enseñanza técnica brasileña / Intention and attention to learning in brazilian vocational education students

RESUMO. O estudo do qual este artigo faz um recorte teve como objetivo caracterizar as estratégias de aprendizagem de estudantes de Ensino Técnico brasileiro brasileiro. A amostra compreendeu 20 estudantes que cursavam o primeiro ano do ensino médio técnico do Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro, no ano de 2014, que foram inquiridos sobre as suas estratégias de aprendizagem. Os participantes foram entrevistados sobre a sua 'intenção' (o que procuram fazer para aprender) e a sua 'atenção' (o seu enfoque quando aprendem). As respostas foram sujeitas a uma análise temática, que sugerem uma replicação da 'estratégia de superfície' (intenção de mecanizar a aprendizagem - atenção à forma), da 'estratégia de profundidade' (intenção de compreender - atenção ao conteúdo) e da estratégia intermédia (intenção de memorizar e compreender - atenção à forma e conteúdo). Foram igualmente encontradas variações daquelas estratégias. Os resultados são analisados à luz das características dos estudantes inquiridos e das particularidades do Ensino Técnico brasileiro.

RESUMEN. El estudio del cual este artículo hace un recorte tuvo como objetivo caracterizar las estrategias de aprendizaje de estudiantes de Enseñanza Técnica. La muestra comprendió 20 estudiantes que cursaban el primer curso de la Enseñanza Media Técnica del Instituto Federal de Educação, Ciência e Tecnología do Rio de Janeiro, en el año 2014, que fueron entrevistados sobre sus estrategias de aprendizaje. Los participantes fueron entrevistados sobre su 'intención' (lo que buscan hacer para aprender) y su 'atención' (su enfoque cuando aprenden). Las respuestas se sometieron a un análisis temático, que sugiere una replicación de la 'estrategia de superficie' (intención de mecanizar el aprendizaje - atención a la forma), de la 'estrategia de profundidad' (intención de comprender - atención al contenido) y de la estrategia intermedia (intención de memorizar y comprender - atención a la forma y contenido). También se encontraron variaciones de esas estrategias. Los resultados se analizan a la luz de las características de los estudiantes encuestados y de las particularidades de la Enseñanza Técnica brasileña.

ABSTRACT This study is part of a larger research aimed at characterizing the learning strategies of students of Vocational Education. The sample consisted of 20 students who attended the first grade of the Vocational Education of the Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro, in the year 2014 and were inquired about their learning strategies. Participants were interviewed about their 'intention' (what they seek to do to learn) and their 'attention' (their focus when they learn). The responses were subjected to a thematic analysis, which suggests a replication of the 'surface strategy' (intention to mechanize learning - attention to the form), 'deep strategy' (intention to understand - attention to the content) and intermediate strategy (intention to memorize and understand - attention to form and content). Variations in these strategies were also found. The results are analyzed in the light of the characteristics of the students interviewed and the particularities of Brazilian Vocational Education.

O que facilita e dificulta a aprendizagem? a perspetiva de adolescentes / ¿qué facilita y dificulta el aprendizaje? la perspectiva de los adolescentes / What makes learning easier and more difficult? the perspective of teenagers

RESUMO Este estudo qualitativo teve como objetivo analisar as perceções de alunos adolescentes acerca dos aspetos que facilitam e dificultam a sua aprendizagem. O conhecimento das perceções dos alunos sobre a sua aprendizagem permite melhorar a qualidade dos processos de ensino-aprendizagem. A partir de um guião semiestruturado, foram realizados cinco grupos focais, em cinco escolas privadas do Norte de Portugal, tendo participado 32 alunos selecionados aleatoriamente. Os participantes eram alunos do 3º ciclo do Ensino Básico (7º, 8º e 9º anos), com idades compreendidas entre os 12 e os 15 anos. A análise dos dados seguiu um processo semi-indutivo de codificação descritiva. Os resultados realçam o papel fundamental do professor na aprendizagem; a importância da ação vs passividade dos alunos na sala de aula; a relevância da dimensão emocional e relacional para o envolvimento do aluno; e a relevância das estratégias de autorregulação da aprendizagem. Como implicações sugere-se a concretização de ações junto de professores e alunos assente nos dados recolhidos e analisados, que sejam promotoras da metacognição de ambos.

RESUMEN Este estudio cualitativo tuvo como objetivo analizar las percepciones de alumnos adolescentes acerca de los aspectos que facilitan y dificultan su aprendizaje. El conocimiento de las percepciones de los alumnos sobre su aprendizaje permite mejorar la calidad de los procesos de enseñanza-aprendizaje. A partir de un guión semiestructurado, cinco discusiones en grupos focales se llevaron a cabo en cinco escuelas privadas en el Norte de Portugal, que han participado 32 estudiantes seleccionados aleatoriamente. Los participantes eran alumnos del 3º ciclo de la Enseñanza Básica (7º, 8º y 9º años), con edades comprendidas entre los 12 y los 15 años. El análisis de los datos siguió un proceso semi-inductivo de codificación descriptiva. Los resultados subrayan el papel fundamental del profesor para el aprendizaje; la importancia de la acción de los alumnos en el aula versus pasividad; la relevancia de la dimensión emocional y relacional para la participación del alumno y de las estrategias de autorregulación del aprendizaje. Como implicaciones se sugiere la concreción de acciones junto a profesores y alumnos acerca de los datos recogidos y analizados, que sean promotores de la metacognición de ambos.

ABSTRACT This qualitative study aimed to understand the perceptions of adolescent students about what facilitates and hinders their learning. The knowledge of students' perceptions about their learning allows to improve the quality of the learning processes quality. Five focus groups were conducted, with a semi-structured script, in five different private schools from the North of Portugal, having participated in 32 students randomly selected. Participants were students from 7th, 8th and 9th grades, with ages between 12 and 15 years old. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers in students' learning; the importance of students action versus passivity in the classroom; the relevance of emotional and relational dimension to enhance students' engagement, and the relevance of learning self-regulation strategies. As for implications, it is suggested that actions be carried out with teachers and students based on the data collected and analyzed, in order to promote metacognition of both.

Learning Styles Determine Different Immigrant Students' Results in Testing Settings: Relationship Between Nationality of Children and the Stimuli of Tasks.

BACKGROUND: Literature presents little examination on the learning styles and sensorial preferences of immigrants during decoding of different tasks in testing contexts. METHODS: In this cross-sectional study, non-native children (between 2nd and 12th grade) were divided into six groups determined by country of origin and examined on different stimuli, visual and auditory, associated with four tasks that measure cognitive and linguistic specific abilities. RESULTS: The multivariate analysis confirmed that the children's nationality significantly explained achievement variability regarding picture recognition and auditory discrimination. η2 values indicated that there were moderate to larger effects for the nationality as a factor that explains the variance of performance. CONCLUSIONS: Results indicate that tasks' stimuli can effectively assess and differentiate specific young minority groups in order to understand their actual level of preparation and their needs for further learning. The listening input, on the one hand, should be established as the main differentiator for all groups at the time of school entry, but, on the other hand, it should be avoided in Asian groups and Eastern European students during the first stages of second language (L2) learning in European contexts with romance languages as the target learning.

Inspirações freirianas e Educação Física escolar: a organização do currículo em uma comunidade de aprendizagem brasileira / Freirean inspirations and school Physical Education: the organization of the curriculum in a brazilian learning community / Las inspiraciones freirianas y Educación Física escolar: la organización del currículo de la en una comunidad de aprendizaje brasileña

Paulo Freire é um autor que influencia educadores/as progressistas nos mais diversos espaços, como as Comunidades de Aprendizagem (CA), que começam a surgir e a se destacar no Brasil e na América do Sul. Objetivamos entender como a obra freiriana foi interpretada na construção do currículo de Educação Física (EF) de uma CA com o intuito de refletir a respeito de possíveis aproximações entre esse ideário e as bases filosófico/pedagógicas do componente curricular. O método consistiu em analisar e interpretar o referencial teórico do documento curricular da CA buscando identificar ideias freirianas presentes nele. O resultado da análise mostra que o currículo da EF visa ao desenvolvimento de senso crítico dos/das estudantes a partir da interpretação da cultura corporal de movimento e que existe a ideia de que é importante ser fisicamente ativo para efetivar uma postura cidadã na sociedade.

Paulo Freire is an author that influence progressive educators in the most diverse spaces, such as the Learning Communities (LC), which begin to emerge and stand out inBrazilandSouth America. We aim to understand how Freire's work was interpreted in the construction of the curriculum of Physical Education (PE) of a LC with the intention of reflecting on possible approximations between this ideology and the philosophical/pedagogical bases of the curricular component. The method consisted in analyzing and interpreting the theoretical reference of the curricular document of the LC to identify Freirean ideas present in it. The result of the analysis shows that the PE curriculum aims to develop students' critical sense based on the interpretation of the body culture of movement and the existence of an idea that it is important to be physically active to be able to sustain a citizen's posture in society.

Paulo Freire es un autor que influencia a los/las educadores progresistas en los más diversos espacios, como en las Comunidades de Aprendizaje (CA), que empiezan a surgir y a destacarse en Brasil y en América del Sur. Objetivamos entender cómo la obra freiriana fue interpretada en la construcción del currículo de Educación Física (EF) de una CA con el propósito de reflexionar acerca de posibles aproximaciones entre ese ideario y las bases filosófico/pedagógicas de ese componente curricular. El método consistió en analizar e interpretar el referencial teórico del documento curricular dela CAen búsqueda de identificar ideas freirianas presentes en él. El resultado del análisis muestra que el currículo dela EFtiene como objetivo el desarrollo del sentido crítico de los/las estudiantes desde la interpretación de la cultura corporal de movimiento y que existe la idea de que es importante ser físicamente activo para haber una postura ciudadana en la sociedad.

Relationship-Centered Advising in a Medical School Learning Community.

BACKGROUND: Medical schools are required to have formal advising structures; however, there are limited data on how to optimally meet that mandate. Learning communities (LC), with their emphasis on longitudinal relationships, offer a unique scaffold for advising. PROGRAM DESCRIPTION: The Johns Hopkins School of Medicine (JHSOM) LC focuses on curricular and extracurricular longitudinal connections between students and advisors. A core component of the LC is a relationship-centered advising (RCA) model drawing from best practices in physician-patient relationships, life coaching, and social contract theories. The key elements of the model include dyadic and small group advising, while the LC structure allows for faculty development in these domains. Relationship-centered advising approaches the collaborative advising work between students and advisors through explicit valuing of personal experiences, mutual respect, and earned trust. Framing the advising relationship in this way allows it to grow with the student along their medical school journey. PROGRAM EVALUATION & RESULTS: Student and faculty satisfaction with this model is high. Data from annual, anonymous student evaluations consistently indicate high degree of trust in and satisfaction from these relationships. DISCUSSION: Relationship-centered advising aims to create a relationally anchored platform on which students can develop their personal and professional identities. This LC-based advising model is adaptable across schools regardless of structure and resources.

Leer, comprender y aprender en la escuela secundaria: enfoques y perspectivas / Lire, comprendre et apprendre à l'école secondaire: approches et perspectives / Ler, compreender e aprender na educação secundária: abordagens e perspectivas / Reading, understanding and learning in secondary education: approaches and perspectives

Resumen En la escolaridad, el aprendizaje a partir de los textos, es fundamental para la inclusión real de los estudiantes. Se describe el sistema educativo argentino en el nivel secundario de enseñanza junto con los desafíos lingüístico-cognitivos en relación al aprendizaje que dicho contexto supone. Asimismo, se conceptualiza el proceso mediante el cual los alumnos aprenden a partir de textos disciplinares que se tornan progresivamente más complejos conforme avanzan en su trayecto escolar. Para completar dicho propósito se desarrollan diferentes líneas teóricas. En primer lugar, se presentan los hallazgos de la psicolingüística cognitiva que han permitido caracterizar las demandas y el procesamiento implicados en la lectura y la comprensión lectora. Seguidamente, se retoma el enfoque de la psicología histórico-cultural, que reposiciona los procesos interactivos-discursivos y los artefactos culturales que median el proceso de alfabetización. Por último, se exponen los constructos de habilidades claves de lenguaje académico y de alfabetización disciplinar, que desde un punto de vista cognitivo-funcional, contribuyen a entender las demandas lingüísticas que supone el contexto escolar o académico.

Résumé Au niveau, apprendre à partir des textes est fondamental pour l'inclusion réelle des éleves. Le système éducatif argentin est décrit dans le niveau de l'enseignement secondaire ainsi que les défis linguistiques et cognitifs en relation avec l'apprentissage que suppose ledit contexte. De même, il est conceptualisé le processus par lequel les élèves apprennent à travers les textes disciplinaires qui deviennent progressivement plus complexes à mesure que les premiers progressent dans leur parcours scolaire. Afin de compléter cet objectif, de différentes lignes théoriques sont développées. Tout d'abord, se sont les résultats de la psycholinguistique cognitive permettant de caractériser les demandes et le traitement impliqués pendant la lecture et la compréhension ecrite qui sont présentés. Ensuite est repris l'accent de la psychologie historico-culturelle qui repositionne les processus interactifs discursifs et les artefacts culturels qui interviennent dans le processus d'alphabétisation. Enfin sont exposées les constructions des compétences clés du langage académique et de l'alphabétisation des disciplines qui dans la perspective cognitive-fonctionnelle contribuent à la compréhension des exigences linguistiques posées par le contexte scolaire ou universitaire.

Resumo Na escola, a aprendizagem a partir dos textos é fundamental para a inclusão real dos alunos. O sistema educacional argentino é descrito no nível secundário de educação juntamente com os desafios linguístico-cognitivos em relação à aprendizagem que o dito contexto supõe. Da mesma forma, é conceituado o processo mediante o qual os alunos aprendem a partir de textos disciplinares que se tornam progressivamente mais complexos enquanto progridem em sua trajetória escolar. Diferentes linhas teóricas são desenvolvidas para atingir este objetivo. Em primeiro lugar, são apresentadas as descobertas da psicolinguística cognitiva que permitiram a caracterização das demandas e do processamento envolvidos na leitura e compreensão da leitura. Logo, a abordagem da psicologia histórico-cultural é retomada, que reposiciona os processos interativos-discursivos e os artefatos culturais que medeiam o processo de alfabetização. Para terminar, os construtos das principais habilidades chave da linguagem acadêmica e da alfabetização disciplinar são expostas, aquelas que do ponto de vista cognitivo-funcional contribuem para compreender as demandas linguísticas que o contexto escolar ou acadêmico pressupõe.

Abstract In school, learning from texts is essential for achieving students' real inclusion. The Argentine educational system is described in the secondary level of education along with the linguistic-cognitive challenges in relation to the learning this context supposes. Likewise, it is conceptualized the process by which students learn from subject matter-specific texts that become increasingly more complex as they advance through their academic career. Different theoretical perspectives are developed for this purpose. First, we will present the findings of cognitive psycholinguistics that have made it possible to describe the requirements and processes involved in reading and comprehending texts. Then, a cultural-historical psychology approach is taken up, repositioning speech-interactive processes and cultural machanisms that mediate the literacy process. Finally, we will list the core academic language skills and disciplinary literacy constructs that, from a functional-cognitive viewpoint, contribute to the understanding of the linguistic demands implied in an academic context.

A promoção do uso de estratégias cognitivas em alunos do Ensino Médio / The promotion of the use of cognitive strategies in high school students / La promoción del uso de estrategias cognitivas en alumnos de la Enseñanza secundaria

O objetivo deste trabalho foi verificar os efeitos de uma intervenção em estratégias de aprendizagem cognitivas na modalidade de infusão curricular. Participaram da pesquisa 26 alunos de 16 a 19 anos do ensino médio. A pesquisa foi dividida em três momentos: pré-teste, intervenção e pós-teste. No pré e pós-teste foi aplicada a Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF). A fase de intervenção foi desenvolvida em um período de 18 semanas, sendo dois encontros semanais, totalizando 36 aulas organizadas em 13 sessões, conforme o conteúdo a ser trabalhado. Os resultados demonstraram um efeito positivo da intervenção em estratégias de aprendizagem cognitivas, em especial, em relação às mais trabalhadas e indicaram ser possível a intervenção por infusão curricular. Dessa forma, sugere-se que as propostas de intervenção acompanhem todo o processo de formação dos alunos, o que exige do professor, ser um bom aprendiz.

The objective of this study was to verify the effects of an intervention in cognitive learning strategies in the curricular infusion modality. The participants were 26 students aged 16 to 19 years participated in the study. The research has divided in three moments: pre-test, intervention and post-test. In the pre- and post-test the Assessment Scale of Learning Strategies for Primary Education (EAVAP-EF) was applied. The intervention phase has developed over a period of 18 weeks, being two weekly meetings, totaling 36 classes organized in 13 sessions, according to the content to be worked. The results showed a positive effect of the intervention on cognitive learning strategies, especially in relation to the most worked ones and indicated that intervention by curricular infusion was possible. Thus, it has suggested that the intervention proposals accompany the entire process of student training, which requires the teacher to be a good learner.

El objetivo de este estudio fue verificar los efectos de una intervención en estrategias de aprendizaje cognitivos en la modalidad de infusión curricular. Participaron de la investigación 26 alumnos de 16 a 19 años de la enseñanza secundaria. La investigación fue dividida en tres momentos: pre-test, intervención y post-test. En el pre y post-test fue aplicada la Escala de Evaluación de las Estrategias de Aprendizaje para la Enseñanza Básica (EAVAP-EF). La fase de intervención fue desarrollada en un período de 18 semanas, siendo dos encuentros semanales, totalizando 36 clases organizadas en 13 sesiones, conforme el contenido a ser estudiado. Los resultados demostraron un efecto positivo de la intervención en estrategias de aprendizaje cognitivos, en especial, en relación a las más estudiadas e indicaron ser posible la intervención por infusión curricular. De esa forma, se sugiere que las propuestas de intervención acompañen todo el proceso de formación de los alumnos, lo que exige del profesor, ser un buen aprendiz.

The Vivarium: Maximizing Learning with Living Invertebrates-An Out-of-School Intervention Is more Effective than an Equivalent Lesson at School.

The introduction of living invertebrates into the classroom was investigated. First, possible anchor points for a lesson with living invertebrates are explored by referring to the curriculum of primary/secondary schools and to out-of-school learning. The effectiveness of living animals for increasing interest, motivation, and achievement in recent research is discussed. Next, the Vivarium, an out-of-school learning facility with living invertebrates, is described. The effects of an intervention study with living invertebrates on achievement are then investigated at school (School condition) and out of school (University condition); a third group served as a control condition. The sample consisted of 1861 students (an age range of 10-12 years). Invertebrate-inspired achievement was measured as pre-, post-, and follow-up-tests. Measures of trait and state motivation were applied. The nested data structure was treated with three-level analyses. While achievement generally increased in the treatment groups as compared to the control group, there were significant differences by treatment. The University condition was more effective than the School condition. Achievement was positively related to conscientiousness/interest and negatively to tension. The study concludes that out-of-school learning offers achievement gains when compared to the same treatment implemented at school. The outlook focuses on further research questions that could be implemented with the Vivarium.

A relação entre desenvolvimento humano e aprendizagem: perspectivas teóricas / The relationship between human development and learning: theoretical approaches / La relación entre desarrollo humano y aprendizaje: perspectivas teóricas

O artigo tem como objetivo apresentar a relação entre desenvolvimento e aprendizagem nas teorias de Piaget e Vygotsky. Piaget confere ênfase aos conceitos de ação e de coordenação das ações. Em Vygotsky, a ênfase é colocada no conceito de Zona de Desenvolvimento Próximo. Ademais, objetiva problematizar o lugar de uma não usual perspectiva psicanalítica de Freud nesse contexto conceitual da relação entre desenvolvimento e aprendizagem no sentido de evidenciar a possibilidade de tal discussão psicanalítica nesse âmbito. Apresenta algumas possíveis contribuições da leitura psicanalítica dentro do tema trabalhado concernentes às consequências da sexualidade infantil para o acesso ao ato de aprender. A partir do trabalho com conceitos desenvolvidos em determinado momento teórico do autor, utilizando-se de literatura publicada acerca do tema, conclui que, embora comportem diferenças significativas, as três perspectivas explicitam a importância do desenvolvimento no tocante à aprendizagem.

The article aims to present the relationship between development and learning in the theories of Piaget and Vygotsky. Piaget emphasizes the concepts of action and coordination of actions. In Vygotsky, the emphasis is placed on the concept of Zone of Proximal Development. In addition, it aims to problematize the place of an unusual psychoanalytic perspective of Freud in this conceptual context of the relation between development and learning in order to highlight the possibility of such a psychoanalytic discussion in this scope. It presents some possible contributions of the psychoanalytic reading within the theme worked on the consequences of child sexuality for the access to the act of learning. From the work with concepts developed in a certain theoretical moment of the author, using published literature on the subject, concludes that, although they carry significant differences, the three perspectives explain the importance of development in relation to learning.

El artículo tiene como objetivo presentar la relación entre desarrollo y aprendizaje en las teorías de Piaget y Vygotsky. Piaget confiere énfasis a los conceptos de acción y de coordinación de las acciones. En Vygotsky, el énfasis es colocada en el concepto de Zona de Desarrollo Próximo. Además, objetiva problematizar el lugar de una no usual perspectiva psicoanalítica de Freud en ese contexto conceptual de la relación entre desarrollo y aprendizaje en el sentido de evidenciar la posibilidad de tal discusión psicoanalítica, en ese ámbito. Presenta algunas posibles contribuciones de la lectura psicoanalítica dentro del tema trabajado concernientes a las consecuencias de la sexualidad infantil para el acceso al acto de aprender. A partir del estudio con conceptos desarrollados en determinado momento teórico del autor, utilizando se de literatura publicada acerca del tema, concluye que, aunque comporten diferencias significativas, las tres perspectivas explicitan la importancia del desarrollo en lo tocante al aprendizaje.