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Mediated training as a possibility for socially disadvantaged students
Škopková, Pavla ; Krykorková, Hana (advisor) ; Běhalová, Andrea (referee)
This Master thesis aims to solve the question of developmentally-creative possibilities in the schooling process. This question is contextualized education of socially disadvantaged pupils. Because in shaping the learning competencies, this area is not developed enough and specific methods are somewhat rigid, it will be introduced one of the option how to to develop learning skills and abilities of the pupils , and which are in the teaching competencies deemed as essential. In this context will be introduced stimulatory and intervention program of Instrumental Enrichment as a concrete form of execution of Mediated learning and also as an effort of perspective innovation of curriculum. With the intention to point out the limitless possibilities of developing pupil's learning potential, the text focuses on the theoretical and conceptual bases, which constitute the entire program. The program is the instrumental set of tools that lead to the activation of cognitive structures and their subsequent enrichment. Therefore, except the theoretical foundations are also presented cognitive strategies metacognitive training that simplify cognitive modifiability, and that lead to the development of pupils' learning potential.
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The effect of mediated learning on the development of cognitive functions of younger school-age children
Janoušková, Lenka ; Šírová, Eva (advisor) ; Morávková Krejčová, Lenka (referee)
The thesis is concerned with the application of Feuerstein's theory of mediated learning experience to teaching in the first year of primary school. It summarises basic information about Feuerstein's work, the theories of mediated learning experience and structural cognitive modifiability. It also deals with the application of mediated learning experience to teaching in the first year of primary school. In this respect, it characterises the period of early school age and the role of the teacher. The central theme of the work, the theory of mediated learning experience, is an approach targeted at the process and structure of thought. The application of this theory is aimed at the individual's general cognitive development, especially the development of the thinking process. The principal goal of the thesis is to introduce the possibilities of applying the theory of mediated learning to teaching in school and thus contribute to the spread of this methodology only recently introduced to the Czech Republic, which can be considered a helpful and meaningful way to enrich teaching and support the children's cognitive development.
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Mediated Learning as a one from Options of Personal Student's Development
Škopková, Pavla ; Krykorková, Hana (advisor) ; Kasíková, Hana (referee)
The bachelor thesis is focused on possible solutions, how could a teacher in cooperation with school student to reach satisfactory results achieved with deficits in cognitive function and also contribute to the student's personal development. The solution could be to offer help in the form of mediated learning, which is represented by the Instrumental Enrichment Programme. The effectiveness of the theory of mediated learning is the fact that such learning includes elements components that we guarantee that it is the process of development of creativity. These elements can belong: intervention, diagnosis or reflection of their own learning. The aim is to point out on these features in terms of psychological effect and demonstrate their functionality specific programs and outcomes. The concept of mediated learning due to its openness offers the work of a number of variants of instruments and tools, with regard to the specific circumstances of the task situation. The bachelor thesis is focused theoretical, but based on demonstrated qualitative research and analysis aimed at testing the effectiveness of using Feuerstein's Instrumental Enrichment Programme in practice. The bachelor thesis is designed to explaining the essence of the theory of mediated learning at the very beginning, including the...
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Feuerstein's Instrumental Enrichment Program from the Point of View of Primary School Teachers
Lipská, Ludmila
FEUERSTEIN'S INSTRUMENTAL ENRICHMENT PROGRAM FROM THE POINT OF VIEW OF PRIMARY SCHOOL TEACHERS The presented doctoral work covers the programme of cognitive stimulation created by Reuven Feuerstein. It aims to describe the effects that the teachers are triggered with by this programme. The work presents Feuerstein's Instrumental Enrichment (FIE) in context of all the Feuerstein's work. It explains its theoretical grounds in detail, and connects them with broader questions from educational psychology field, that are related to the teaching of thinking skills. There is compared the Feuerstein's theory of Mediated Learning Experience (MLE) with L. S. Vygotsky's theory of mediation in the work. It also refers to the work of J. Piaget in many passages. The research part of the work is based on interviews and two small semantic- differential scales. The research group contained 9 experimental and 6 control teachers from primary schools. The main aim of the carried research was to map what form gain the influences that FIE has on the teachers. We also worked on the teachers' opinions regarding the implementation of this programme at mainstream schools. Besides the description of effects, we were also describing and comparing opinions of both groups on teaching thinking. The closing part of the work is...
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Dynamic assessment in practice of school psychologist
Mrázková, Marína ; Lucká, Barbora (advisor) ; Kučerová, Olga (referee)
This bachelor thesis introduce dynamic assessment as an approach, which could be part of the practice of a school psychologist, and tries to figure out, whether, and to what extent is this method applied to school psychologists' everyday job. The data was collected and analyzed through the method of qualitative research from semi-structured interviews with seven school psychologists. The results of the research imply that school psychologists do utilize principals of dynamic assessment to a certain extent, but in majority they don't use it systematically. This resume is in agreement with the research, which was carried out under the project RAMPS-VIP III. In the resume, the author comes with the hypothesis that it might be useful if school psychologists learnt more about this method already during their studies - particularly those of them who potentially aspire for a career in schooling or counseling. KEYWORDS Dynamic assessment, school psychology, learning difficulties, mediated learning experience
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The influence of Reuven Feuerstein ́s method on elementary school teacher didactics
Kurcová, Petra ; Lucká, Barbora (advisor) ; Sotáková, Hana (referee)
This 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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Mediated Learning experience and its application in school education
Rázgová, Lenka ; Morávková Krejčová, Lenka (advisor) ; Gillernová, Ilona (referee) ; Krejčová, Kristýna (referee)
The dissertation thesis presents the results of a research project which focused on the application of mediated learning experience theory to teaching with respect to cognitive development of pupils. The first chapter introduces cognitive education, which concentrates on the process of learning. It also compares this approach with traditional methods aimed at the content of learning. The following parts of the thesis deal with selected theories postulated by Reuven Feuerstein which are important for understanding the context in which his other theory was developed: the theory of mediated learning experience. This theory is the central theme of the theoretical part of the thesis. Apart from its definition and parameters, the thesis presents specific recommendations for teachers about how to develop cognitive functions of their pupils by applying this theory directly in class. Afterwards, attention is paid to Feuerstein's well-known worldwide intervention program called The Feuerstein Instrumental Enrichment. This program is used in the Czech school system, too. The essential part of this chapter introduces a number of studies which focused on the verification of benefits of Feuerstein's approaches to cognitive development in children and adolescents. The last chapter of the theoretical part...
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