A plataforma Moodle no 1º ciclo do ensino básico e no ensino superior

Actualmente é indiscutível o papel das TIC como recurso pedagógico no processo de ensino-aprendizagem. Esta integração implica riscos, desafios, promessas e novas oportunidades que permitem a criação de um cenário educacional mais diversificado, mais aberto, mais comunicativo e mais abrangente. Esta comunicação apresenta dois casos de aplicação das TIC com recurso à plataforma Moodle: no 1º ciclo do Ensino Básico e no Ensino Superior. Esta mostrou ser uma plataforma flexível, pois adapta-se a destinatários com necessidades e objectivos diferentes, e que promove entusiasmo e motivação para a aprendizagem melhorando as práticas que se desenvolvem nas aulas.

Avaliação Diagnóstica e Diferenciação Pedagógica: dispositivos orientadores da aprendizagem

Este estudo teve como objetivo geral conhecer as representações de encarregados de educação e alunos sobre os contributos da avaliação diagnóstica para a implementação de estratégias de diferenciação pedagógica, nas aulas de Inglês das Atividades de Enriquecimento Curricular, as quais contribuíram para compreender a relação existente entre estes dois conceitos e a aquisição de aprendizagens por parte dos alunos Tratou-se de um projeto de investigação-ação que recorreu a uma metodologia de natureza qualitativa em que os dados foram recolhidos através de inquéritos por questionário e por entrevista, bem como através de observações realizadas antes e durante a intervenção na turma. O projeto teve como principais referentes teórico-conceptuais a literatura científica, produzida tanto em Portugal como no estrangeiro, que aborda as temáticas em estudo e o quadro legislativo em vigor no sistema educativo português. A componente empírica do estudo desenvolveu-se com uma turma de vinte e três alunos e no contexto específico de ensino e aprendizagem de Inglês precoce, nas Atividades de Enriquecimento Curricular. O presente estudo contribuiu para se perceber a relação existente entre a avaliação diagnóstica e a diferenciação pedagógica, bem como a sua influência positiva no processo de ensino e aprendizagem.

O projeto eTwinning e a motivação dos alunos: o impacto da sua implementação nas aulas de Português Língua Materna e de Espanhol Língua Estrangeira

Este relatório assume como finalidade analisar e avaliar as potencialidades das tecnologias da informação e comunicação (TIC), com especial enfoque nas ferramentas da Web 2.0, para a criação de ambientes de aprendizagem colaborativa e construtiva. Para isso, parte-se da implementação de um projeto eTwinning levado a cabo com mais sete escolas europeias e desenvolvido, em Portugal, no Agrupamento de escolas Ibn Mucana, com alunos do 9º ano, no âmbito da disciplina de Espanhol Língua Estrangeira (ELE). O projeto implementado intitula-se Europa estudia español e encontra-se centrado na vida escolar dos alunos e nas obras literárias, teatrais e cinematográficas que integram o currículo dos diversos participantes. Pretende-se, com este relatório, alcançar um melhor conhecimento do processo de ensino e aprendizagem, no que se refere ao impacto da implementação de um projeto colaborativo eTwinning e do seu potencial na promoção da motivação e na melhoria dos resultados escolares. No primeiro capítulo, dá-se conta da pesquisa bibliográfica relativa a campos de conhecimento que possam oferecer contributos válidos para fundamentar e orientar a análise e avaliação das potencialidades das TIC. No segundo capítulo apresenta-se e descreve-se o programa de intervenção, o espaço escolar onde foi realizada a Prática de Ensino Supervisionada (PES) e faz-se uma caracterização das turmas em que foram lecionadas as aulas práticas e, finalmente, reflete-se sobre o impacto da sua implementação.

Dynamics of serotonergic neurons revealed by fiber photometry

This work was developed in the context of the MIT Portugal Program, area of Bioengineering Systems, in collaboration with the Champalimaud Research Programme, Champalimaud Center for the Unknown, Lisbon, Portugal. The project entitled Dynamics of serotonergic neurons revealed by fiber photometry was carried out at Instituto Gulbenkian de Ciência, Oeiras, Portugal and at the Champalimaud Research Programme, Champalimaud Center for the Unknown, Lisbon, Portugal

O jogo como potencializador da motivação para a aprendizagem: (des)envolvimento(s) através de um projeto curricular integrado

Relatório de estágio de mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico

Honours students: good marks and what else?

Currently in Portugal academic excellence in higher education is given recognition through merit prizes. Because honours students can be seen as having the potential to achieve imporant levels of professional expertise, especially if they have some personal skills, it is important to know not only the marks of the students but also the personal characteristics that contribute to academic success and which may also be important for career success. Some theoretical models of giftedness and excellence agree with this idea and this work considers the latest contribution of Renzulli (2005) where it is pointed out that excellent achievements result from the combination of motivational, intellectual and creative factors as well as from co-cognitive factors which are most associated with personality functioning in a particular context. The main purpose of this paper is to analyze how honours students differ from their classmates in various psychological dimensions: Cognition-creativity, Motivation and Learning Strategies, Persistence, Social Interaction, Drive for Excellence and Cultural Interest. These dimensions were measured by the Inventory of Psychological Characteristics Associated with Academic Performance (ICPADA), which was constructed taking into consideration the previous study of Scaeger et al. (2012). The sample included 914 Portuguese higher educatoin students from a first cycle degree in the Bologna process. Participants were selected from three different fields of study: Social and Human Sciences; Science and Technology; Arts and Humanities. The data collected through the administration of the ICPADA was presented, and the results revealed a higher self-perception by honours students in all areas analyzed, with the exception of the dimension of social interaction. In addition an interaction effect was revealed for persistence, social interaction, and cultural interest. The field of study and whether the participants were honours students or not were also taken into account. Some implications for future studies are presented here along with possible interventions for honours students.

Virtual reality in assessment and treatment of schizophrenia: a systematic review

Objective To conduct a systematic review about the use of virtual reality (VR) for evaluation, treatment and/or rehabilitation of patients with schizophrenia, focused on: areas, fields and objectives; methodological issues; features of the VR used; viability and efficiency of this resource. Methods Searches were performed about schizophrenia and virtual reality in PsycINFO, Academic Search Complete, MEDLINE Complete, CINAHL with Full Text, Web of Science and Business Source Premier databases, using the following keywords: [“schizophrenia”] AND [“virtual reality” OR “serious game”] AND [“treatment” OR “therapy” OR “rehabilitation”]. The search was carried out between November 2013 and June 2014 without using any search limiters. Results A total of 101 papers were identified, and after the application of exclusion criteria, 33 papers remained. The studies analysed focused on the use of VR for the evaluation of cognitive, social, perceptual and sensory skills, and the vast majority were experimental studies, with virtual reality specifically created for them. All the reviewed papers point towards a reliable and safe use of VR for evaluating and treating cognitive and social deficits in patients with schizophrenia, with different results in terms of generalisation, motivation, assertiveness and task participation rate. Some problems were highlighted, such as its high cost and a constant need for software maintenance. Conclusion The studies show that using the virtual reality may streamline traditional evaluation/rehabilitation programmes, allowing to enhance the results achieved, both in the cognitive and in the social field, helping for the legitimisation of this population’s psycho-social inclusion.

A multiaplicabilidade do lúdico na aula de ELE: da motivação à aprendizagem

Relatório de estágio de mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e Secundário e de Espanhol nos Ensinos Básico e Secundário

Mecanismes neuronals de la facilitació de l'aprenentatge i la memoria per autoestimulació eléctrica intracranial en rates: espines dendrítiques

La potenciación de procesos de aprendizaje y memoria por autoestimación eléctrica intracraneal (AEIC) se ha observado principalmente en tareas de aprendizaje de tipo implícito, caracterizado por necesitar de múltiples ensayos y por dar lugar a una respuesta conductual rígida. Los efectos de la AEIC sobre formas de aprendizaje consideradas más complejas, como la memoria de navegación espacial, son menos conocidos. En nuestro laboratorio hemos observado recientemente que el tratamiento de AEIC es también capaz de facilitar tanto la adquisición como la retención de una tarea relacional, en el laberinto acuático de Morris (MWM) (Ruiz-Medina et al., 2008). El proyecto de investigación objeto de esta memoria continúa el estudio de este efecto potenciador yendo un paso más allá al profundizar en los mecanismos neurales de este efecto. Lo relativo a las espinas dendríticas, su tamaño, forma y aparición es uno de los campos más actuales en el estudio de las bases neurales de la memoria. Trabajos previos apuntan a un incremento en la densidad de espinas inmaduras -las consideradas de aprendizaje- como efecto tanto del entrenamiento en el MWM como de la AEIC. Relacionar la potenciación de memoria en el MWM resultado de la AEIC con cambios significativos en la población de espinas dendríticas hipocampales sería uno de los principales objetivos del presente trabajo, que se realizará en colaboración con el Instituto Ramón y Cajal de Madrid.

Urgences préhospitalières: mieux valoriser le travail des professionnels pour prévenir les troubles mentaux

On savait déjà que la détresse psychique touchait souvent les professionnels des interventions d'urgence préhospitalières. Voici qu'une étude chez des ambulanciers suisses, qui, à l'instar des pompiers français, prennent en charge les patients avant leur admission à l'hôpital, montre que le surinvestissement dans le travail et la perception d'un travail faiblement valorisé sont des facteurs nettement associés à des troubles de la santé mentale. [Auteurs]

Adaptive integral assessment package for the A2UN@ project

This paper presents a first approach of Evaluation Engine Architecture (EEA) as proposal to support adaptive integral assessment, in the context of a virtual learning environment. The goal of our research is design an evaluation engine tool to assist in the whole assessment process within the A2UN@ project, linking that tool with the other key elements of a learning design (learning task, learning resources and learning support). The teachers would define the relation between knowledge, competencies, activities, resources and type of assessment. Providing this relation is possible obtain more accurate estimations of student's knowledge for adaptive evaluations and future recommendations. The process is supported by usage of educational standards and specifications and for an integral user modelling

Formation of a spatial memory trace : a behavioral, cellular and molecular study

THESIS ABSTRACTThis thesis project was aimed at studying the molecular mechanisms underlying learning and memory formation, in particular as they relate to the metabolic coupling between astrocytes and neurons. For that, changes in the metabolic activity of different mice brain regions after 1 or 9 days of training in an eight-arm radial maze were assessed by (14C) 2-deoxyglucose (2DG) autoradiography. Significant differences in the areas engaged during the behavioral task at day 1 (when animals are confronted for the first time to the learning task) and at day 9 (when animals are highly performing) have been identified. These areas include the hippocampus, the fornix, the parietal cortex, the laterodorsal thalamic nucleus and the mammillary bodies at day 1 ; and the anterior cingulate, the retrosplenial cortex and the dorsal striatum at day 9. Two of these cerebral regions (those presenting the greatest changes at day 1 and day 9: the hippocampus and the retrosplenial cortex, respectively) were microdissected by laser capture microscopy and selected genes related to neuron-glia metabolic coupling, glucose metabolism and synaptic plasticity were analyzed by RT-PCR. 2DG and gene expression analysis were performed at three different times: 1) immediately after the end of the behavioral paradigm, 2) 45 minutes and 3) 6 hours after training. The main goal of this study was the identification of the metabolic adaptations following the learning task. Gene expression results demonstrate that the learning task profoundly modulates the pattern of gene expression in time, meaning that these two cerebral regions with high 2DG signal (hippocampus and retrosplenial cortex) have adapted their metabolic molecular machinery in consequence. Almost all studied genes show a higher expression in the hippocampus at day 1 compared to day 9, while an increased expression was found in the retrosplenial cortex at day 9. We can observe these molecular adaptations with a short delay of 45 minutes after the end of the task. However, 6 hours after training a high gene expression was found at day 9 (compared to day 1) in both regions, suggesting that only one day of training is not sufficient to detect transcriptional modifications several hours after the task. Thus, gene expression data match 2DG results indicating a transfer of information in time (from day 1 to day 9) and in space (from the hippocampus to the retrosplenial cortex), and this at a cellular and a molecular level. Moreover, learning seems to modify the neuron-glia metabolic coupling, since several genes involved in this coupling are induced. These results also suggest a role of glia in neuronal plasticity.RESUME DU TRAVAIL DE THESECe projet de thèse a eu pour but l'étude des mécanismes moléculaires qui sont impliqués dans l'apprentissage et la mémoire et, en particulier, à les mettre en rapport avec le couplage métabolique existant entre les astrocytes et les neurones. Pour cela, des changements de l'activité métabolique dans différentes régions du cerveau des souris après 1 ou 9 jours d'entraînement dans un labyrinthe radial à huit-bras ont été évalués par autoradiographie au 2-désoxyglucose (2DG). Des différences significatives dans les régions engagées pendant la tâche comportementale au jour 1 (quand les animaux sont confrontés pour la première fois à la tâche) et au jour 9 (quand les animaux ont déjà appris) ont été identifiés. Ces régions incluent, au jour 1, l'hippocampe, le fornix, le cortex pariétal, le noyau thalamic laterodorsal et les corps mamillaires; et, au jour 9, le cingulaire antérieur, le cortex retrosplenial et le striatum dorsal. Deux de ces régions cérébrales (celles présentant les plus grands changements à jour 1 et à jour 9: l'hippocampe et le cortex retrosplenial, respectivement) ont été découpées par microdissection au laser et quelques gènes liés au couplage métabolique neurone-glie, au métabolisme du glucose et à la plasticité synaptique ont été analysées par RT-PCR. L'étude 2DG et l'analyse de l'expression de gènes ont été exécutés à trois temps différents: 1) juste après entraînement, 2) 45 minutes et 3) 6 heures après la fin de la tâche. L'objectif principal de cette étude était l'identification des adaptations métaboliques suivant la tâche d'apprentissage. Les résultats de l'expression de gènes démontrent que la tâche d'apprentissage module profondément le profile d'expression des gènes dans le temps, signifiant que ces deux régions cérébrales avec un signal 2DG élevé (l'hippocampe et le cortex retrosplenial) ont adapté leurs « machines moléculaires » en conséquence. Presque tous les gènes étudiés montrent une expression plus élevée dans l'hippocampe au jour 1 comparé au jour 9, alors qu'une expression accrue a été trouvée dans le cortex retrosplenial au jour 9. Nous pouvons observer ces adaptations moléculaires avec un retard court de 45 minutes après la fin de la tâche. Cependant, 6 heures après l'entraînement, une expression de gènes élevée a été trouvée au jour 9 (comparé à jour 1) dans les deux régions, suggérant que seulement un jour d'entraînement ne suffit pas pour détecter des modifications transcriptionelles plusieurs heures après la tâche. Ainsi, les données d'expression de gènes corroborent les résultats 2DG indiquant un transfert d'information dans le temps (de jour 1 à jour 9) et dans l'espace (de l'hippocampe au cortex retrosplenial), et ceci à un niveau cellulaire et moléculaire. D'ailleurs, la tâche d'apprentissage semble modifier le couplage métabolique neurone-glie, puisque de nombreux gènes impliqués dans ce couplage sont induits. Ces observations suggèrent un rôle important de la glie dans les mécanismes de plasticité du système nerveux.

Apprendre dans l'urgence

Nous avons effectué une étude dans le but d'investiger les stratégies utilisées par les ambulanciers pour préserver leur santé. Parmi les stratégies que nous avons identifiées, celles contribuant au maintien et au développement des compétences nous ont semblé particulièrement intéressantes car elles permettent de réduire le stress lié à la peur de l'erreur. Elles permettent aussi aux ambulanciers "d'apprivoiser l'urgence" en leur donnant la possibilité de jouer un rôle actif face aux difficultés rencontrées. Nous présentons quelques-unes de ces stratégies dans cet article.

Auditory cues support place navigation in rats when associated with a visual cue.

Rats, like other crepuscular animals, have excellent auditory capacities and they discriminate well between different sounds [Heffner HE, Heffner RS, Hearing in two cricetid rodents: wood rats (Neotoma floridana) and grasshopper mouse (Onychomys leucogaster). J Comp Psychol 1985;99(3):275-88]. However, most experimental literature concerning spatial orientation almost exclusively emphasizes the use of visual landmarks [Cressant A, Muller RU, Poucet B. Failure of centrally placed objects to control the firing fields of hippocampal place cells. J Neurosci 1997;17(7):2531-42; and Goodridge JP, Taube JS. Preferential use of the landmark navigational system by head direction cells in rats. Behav Neurosci 1995;109(1):49-61]. To address the important issue of whether rats are able to achieve a place navigation task relative to auditory beacons, we designed a place learning task in the water maze. We controlled cue availability by conducting the experiment in total darkness. Three auditory cues did not allow place navigation whereas three visual cues in the same positions did support place navigation. One auditory beacon directly associated with the goal location did not support taxon navigation (a beacon strategy allowing the animal to find the goal just by swimming toward the cue). Replacing the auditory beacons by one single visual beacon did support taxon navigation. A multimodal configuration of two auditory cues and one visual cue allowed correct place navigation. The deletion of the two auditory or of the one visual cue did disrupt the spatial performance. Thus rats can combine information from different sensory modalities to achieve a place navigation task. In particular, auditory cues support place navigation when associated with a visual one.

Dietary restriction affects lifespan but not cognitive aging in Drosophila melanogaster.

Summary Dietary restriction extends lifespan in a wide variety of animals, including Drosophila, but its relationship to functional and cognitive aging is unclear. Here, we study the effects of dietary yeast content on fly performance in an aversive learning task (association between odor and mechanical shock). Learning performance declined at old age, but 50-day-old dietary-restricted flies learned as poorly as equal-aged flies maintained on yeast-rich diet, even though the former lived on average 9 days (14%) longer. Furthermore, at the middle age of 21 days, flies on low-yeast diets showed poorer short-term (5 min) memory than flies on rich diet. In contrast, dietary restriction enhanced 60-min memory of young (5 days old) flies. Thus, while dietary restriction had complex effects on learning performance in young to middle-aged flies, it did not attenuate aging-related decline of aversive learning performance. These results are consistent with the hypothesis that, in Drosophila, dietary restriction reduces mortality and thus leads to lifespan extension, but does not affect the rate with which somatic damage relevant for cognitive performance accumulates with age.