Academic literature on the topic 'Metodo Feuerstein'

L'articolo prende spunto dall'evoluzione di alcuni paradigmi teorici legati alla proposta di Walter J. Ong relativi alle variazioni delle modalitÀ di pensiero e delle fasi dell'apprendimento nel passaggio a una cultura della seconda oralitÀ. Si propongono alcuni esempi delle variazioni degli stili attentivi e delle abilitÀ mnestiche negli adolescenti che frequentano assiduamente ed esclusivamente le nuove tecnologie rappresentate dai videogame e da Internet. Infine si offrono esempi di nuove modalitÀ didattiche e approcci educativi innovativi che prendono in considerazione le variazioni delle intelligenze dei nativi digitali, con particolare riferimento all'esperienza del progetto LARA e a quella dell'applicazione del metodo Feuerstein.

This article presents the theoretical background of Reuven Feuerstein´s In­strumental Enrichment and its application. It discusses Feuerstein´s life, his theory of structural cognitive modifiability, and mediated learning experience. It shows the application of the program in three areas – education, social area, and healthcare. In the area of education, it discusses the application in students with ADHD, specific learning disabilities, social disadvantage, and a teacher´s deve­lopment. In the social area, it presents the application of the program in seniors, adults, and at the prison. In the area of healthcare, application in people with traumatic brain injury and Parkinson´s disease is presented.

The study was conducted in 2019 over a period of 8 months in Ilfov County. The study included 148 participants (N = 148). The control group (GC) consists of 74 children, 34 boys and 40 girls. Of the 74 children, 17 are 4 years old, 22 are 5 years old and 35 are 6 years old. The experimental group (GE) consists of 74 children, 32 boys and 42 girls. Of the 74 children, 21 are 4 years old, 21 are 5 years old and 32 are 6 years old. The study aimed to examine the impact of cognitive stimulation of preschoolers in workshops with group and individual sessions on cognitive development. The results show the positive impact of the methods used on the cognitive development of preschoolers. The cognitive stimulation program proposes an innovative therapeutic environment, motivating and compatible with the reality of each child. The activities of stimulating the cognitive abilities of the participants in the experimental group included the Feuerstein working method, which proved promising preliminary results, which determines us to expand our studies in the future. The preschoolers in the control group received only the stimulation related to the educational activities and programs.

Berpikir merupakan kegiatan yang paling utama ketika melakukan suatu hal. Berpikir selalu melibatkan kognitif. Penggunaan kognitif secara maksimal tentu melibatkan kehadiran dari fungsi kognitif. Kehadiran fungsi kognitif seseorang dalam menyelesaikan permasalahan matematika mengakibatkan berkembangnya fungsi kognitif seseorang tersebut. Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk mendeskripsikan hasil pemetaan fungsi kognitif dan kemampuan matematika siswa. Subjek penelitian ini adalah siswa SMP kelas VIII sebanyak 32 siswa (15 laki-laki dan 17 perempuan). Data dikumpulkan dengan menggunakan metode tes dan wawancara. Instrumen yang digunakan dalam penelitian ini adalah instrument tes Feuersteins’s Instrumental Enrichment (FIE) (pengorganisasian titik, pengelompokan, dan progress numeral) dan instrumen tes matematika. Hasil penelitian menunjukkan bahwa peta fungsi kognitif dan kemampuan matematika siswa dengan menggunakan FIE jenis Pengorganisasian Titik menunjukkan bahwa, sebanyak 32 subjek terbagi menjadi sebesar 18,75% termasuk dalam kemampuan matematika tinggi, sebesar 71,875% termasuk dalam kemampuan matematika sedang, dan sebesar 9,375% termasuk dalam kemampuan matematika rendah. Untuk Jenis Pengelompokan menunjukkan bahwa masingmasing sebesar 6,25% pada fungsi kognitif yang pertama dan kedua, termasuk dalam kemampuan matematika rendah. pada fungsi kognitif yang ketiga terdapat 6,25% termasuk dalam kemampuan matematika tinggi, 3,125% termasuk dalam kemampuan matematika sedang, dan 78,125% termasuk dalam kemampuan matematika rendah. Sedangkan pada jenis Numerical Progression menunjukkan bahwa pada fungsi kognitif yang pertama sebesar 18,75% termasuk dalam kemampuan matematika rendah. sedangkan pada fungsi kognitif yang kedua sebesar 59,375% termasuk dalam kemampuan matematika tinggi, sebesar 3,125% termasuk dalam kemampuan matematika sedang, dan sebesar 18,75% termasuk dalam kemampuan matematika rendah

2009 - 2010
Il mio programma di ricerca intraprende un'analisi approfondita dell'educazione cognitiva e del Metodo Feuerstein, attraverso una fitta rete di contributi interdisciplinari, per comprenderne le logiche sottese e verificarne la praticabilità. Durante il primo anno di ricerca, ho svolto un'approfondita analisi bibliografica, allo scopo di delineare la matrice teorico-scientifica del progetto. Per tale ragione, ho seguito un corso di formazione al Metodo Feuerstein per l'applicazione del Programma di Arricchimento Sirutturaie di I livello, presso il Centro per l'Apprendimento Mediato di Rimini, patrocinato dall'Inlernalional Center for the Enhancement of Learning Potential di Israele. Durante il corso, ho avuto modo di approfondire le metodologie e gli strumenti del PAS, al fine di impostare correttamente il mio programma di ricerca. Reuven Feuerstein è una delle figure più importanti nello scenario contemporaneo delle scienze dell'educazione e della psicologia cognitiva. La sua prospettiva teorica, definita Interazionismo Sociale, si inquadra all'interno del cognitivismo, del costruttivismo e della psicologia umanistica. Il Metodo si caratterizza come uno dei primi approcci metacognitivi apparsi in ambito educativo e riabilitativo ed è attualmente sperimentato in tutte quelle situazioni in cui è necessario potenziare le risorse umane, come il campo educativo, aziendale e riabilitativo. Le teorie di Feuerstein sono contraddistinte da una grande fiducia nella modificabilità umana e da una visione ottimistica delle situazioni di difficoltà cognitiva. Nessun individuo raggiunge mai la piena estensione delle sue potenzialità intellettive, ma può continuare ad evolversi lungo tutto l'arco della vita, a prescindere dall'età, dallo status socio-culturale e dalla natura dei suoi deficit. L'ipotesi di una mediazione educativa ideale, che accolga il soggetto all'interno di un sistema reticolare di conoscenze e competenze trasversali, si rende necessaria per deternlinare i principi regolatori di un "ambiente modificante", che coinvolga le agenzie formative e fornisca al discente un orientamento di senso. L'apprendimento nella società complessa è una modalità strutturale della vita, un investimento a lunga scadenza che implica un'attività consapevole, intenzionale e collettiva. Le esperienze scolastiche e lavorative non riguardano l'esecuzione routinaria di script comportamentali, piuttosto la gestione di una realtà mutevole e sfuggente, che richiede con impellenza nuove abilità e saperi emergenti. Tale logica impone all'individuo l'esigenza di riprogettarsi continuamente m una costante e faticosa attività di co-costruzione dialogica ed esperienziale delle conoscenze. Se la concezione de]]' apprendimento legata alla modernità è definita dalla logica lineare del rapporto causa-effetto, facilmente declinabile in termini di progettazione, programmazione, somministrazione e monitoraggio, il neoapprendimento postmodemo decreta un' appropriazione generativa di saperi in cui tutti i punti di riferimento, che attribuivano solidità al mondo e favorivano la selezione delle strategie di vita, esplodono in una moltiplicazione indiscriminata di prospettive. I recenti studi dello statista americano James J. Heckmann, premio Nobel per l'economia nel 2000 e direttore del Centre far Social Program Evaluation, hanno evidenziato come negli ultimi decenni il rapporto tra apprendimento ed esiti formativi sia profondamente mutato. Nello specifico, le sue ricerche dimostrano come i successi individuali siano maggiormente influenzati dalle esperienze sociali, piuttosto che dai risultati apprenditivi ottenuti a scuola. Il fatto che la maggior parte dell'apprendimento individuale si realizzi in contesti extra-scolastici conferma llilcora una volta l'attualità delle teorie di Lev Semenovic Vygotskij sul ruolo dell'interazione sociale nello sviluppo del pensiero del bambino... [a cura dell'autore]
IX n.s.

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...

The instrumental enrichment is a worldwide extended method of cognitive functions development, which has been used in the Czech Republic since 2000. Its author, Reuven Feuerstein, is strongly convinced that human being is able to modify oneself and to develop one's abilities. This method is based on elaborated theoretical concepts - especially on the theory of structural cognitive modifiability and mediated learning. This Diploma Thesis brings essentials information about the concepts related to the cognitive modifiability and considers tools of its application. In the qualitative study, we focus on Feuerstein's Instrumental Enrichment. In the course of ten moths we observed six clients of the DYS-Centrum Praha we attempted to map changes (or their manifestations) which might have appeared during the intervention. We acquired data by the process of observation (participative observation and video-analysis) and via semistructured interviews. We were interested in changes of cognitive functions manifestations, quality of language, quality of autonomous work and ability to process with the information efficiently. We registered changes in each of these areas. Some of them, were notable only during the FIE lessons, others also displayed at home or at school environment. Key words: cognitive...

This master's thesis deals with the Instrumental Enrichment Method of Reuven Feuerstein. It provides an introduction to the method as well as examples of its application in institutionalized Preschool education. The aim of the thesis is to provide insight into aspects of introducing the method as a part of Preschool education. The theoretical part desribes the theoretical framework of the method and defines the method in relation to Preschool education. The theoretical part of the thesis also deals with the principles and Czech legislation of current Preschool education and related inclusive education. The practical part of the thesis derives from a qualitative research on the real practice introduction of the method in institutionalized Preschool education. Research data are based on individual interviews with the nursery school headmasters. The interviewers were from various nursery schools across the Czech Republic, which are registered in the Register of Ministry of Education. The results of the research provide the respondents's opinions and experiences of various extent. Many overlaps were found in content of testimonies, which provides method enrichment in various areas of institutionalized preschool education. The research also brings out data on the organizational issues of introducing the...

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.

This work focuses on the form of instructor training in the method of Instrumental Enrichment at the FIE I (Feuerstein's Instrumental Enrichment I) course. Another key issue is monitoring of the professional structure of the course's attenders and the changes it undergoes with the introduction of a new instructor trainer to The Czech Republic. Next goal of the work is to explore how are the participants of the course motivated to work with this method and to cover potentional difficulties with putting it into practise as perceived by the participants themselves. Appart from covering how participants' motivation fluctuated during the course the practical part of the work also focuses on the participant's assesment of the course itself while trying to register anticipated changes in their thinking over its duration. For better understanding attenders' attitude to topics they assessed (whether it is about tools - the Instruments, a difficult sections of the lecture or technical terminology from the field of mediated learning) this work includes a brief presentation of Feuerstein's educational theory. KEY WORDS: Feuerstein's Instrumental Enrichment - FIE I, mediated learning, Instruments, motivation, putting the method into practise, professional structure of attenders

The thesis deals with the topic of diagnostics in children with behavioral problems and disorders. In the theoretical part the author describes commonly used terminology and the width of issues related to caring for these children. The Feuerstein Instrumental Enrichment Program is described and built on later in the practical section where the author introduces her own new method called "Children Together". The practical part of the thesis deals with action research aiming at improving author's practice in the field of special education and at evaluating the potential of the new method. The analysis of audio recordings from lessons and semi-structured interviews and two other supplementary research methods were utilized throughout the research. The outcomes of the research allow for a conclusion that the method "Children Together" can provide us with a volume of valuable assessment data on younger elementary-school-aged children. Towards the end of the thesis the author also identifies features of the method most valued by selected professionals, the ways how the method has been improved during the research and how it could be improved further on. The final product of the research is a method that is useful in special education practice, under certain conditions. The potential of the method has...

The thesis deals with the role of teachers and educators working in Stráž pod Ralskem Prison. The theoretical part of the thesis, therefore, focuses not only on the description of the Prison Service of the Czech Republic, but it also contains the characteristics of the Stráž pod Ralskem Prison and the Stráž pod Ralskem School Educational Center. It describes the educational system of convicts and mentions basic information about the Academy of Prison Service of the Czech Republic. Moreover, it briefly describes the activities of teachers and educators working in the prison environment. The diploma thesis aims to find out, what kind of roles teachers and educators play in the prison, what approaches, methods and forms are suitable and effective for working with convicts from the perspective of both workers and convicts, and what pitfalls limit the work of teachers and educators in this prison. A qualitative method was chosen for the research, and data were collected based on the questionnaire and the personal interview with a teacher, who used to work as an educator. The research was conducted in Stráž pod Ralskem Prison, the research sample consists of three groups: educators, teachers, and pupils - convicted in Stráž pod Ralskem Prison. The research survey shows that the role of the educator is...

The objective of the study was to assess the effectiveness of the Feuerstein's Instrumental Enrichment training (FIE) in respondents with Parkinson's disease (PD) in comparison with another type of cognitive training. The specific aim of the study was to verify whether there were differences between the effectiveness of the FIE and the training of the individual cognitive domains for cognitive functions in respondents with PD. The study included patients with PD who underwent an examination by a neuropsychological battery before the beginning of the training in order to evaluate the level of cognitive functions. Based on the demographic characteristics and the overall score in the Mattis Dementia Rating Scale-II (DRS-II), the respondents (n = 24) were randomly divided into two research groups. The experimental group (EXP) trained using the FIE method for 60 minutes once a week during three months. The control group (CON) trained the individual cognitive domains. After the cognitive training the respondents were examined again in order to detect changes of the level of each one of the cognitive functions. The examination revealed significant differences in the first and the second phases of testing in the EXP respondents (n = 12) in the level of current anxiety (p = 0.024), memory for non-verbal...

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.

This article is an ongoing research and takes Tantra (Saraswati, 1981) to present an academic project that refers to the expansion of knowledge, understanding the body of an object through as a supreme shelter link. On the one hand, the female element represents the a whole as the beginning of everything and the supreme power of creation. On the other hand, the male element is associated with transcendence.Similar to designing, from the perspective of tantrism, the union of the two energies - feminine and masculine – is crucial and for this reason, the care of the object's body is essential.Phenomenologically, as Feuerstein (2005) states the tantric point of view does not deny the world of experiences, but views positively the culture of potential intrinsic psychophysical body and mind. This thesis comprises not only time and space, but also the external factors that cross-fertilize reality and, for this reason, enter into design process. In this sense, objects’ body is full of organs, but visible only to designers, requiring guidance from a master.In art, in early 20th century, there were similarities between the abstractions of Paul Klee, Piet Mondrian or Robert Delaunay. After that, Neo Tantrism emerged in the 1960s with the indian artist K. C.S. Paniker (1911-1977).In design, it seems Tantra contest divisions between opposites by teaching that everything is respected and incorporated, which includes the concept of marginal in society. For instance, Bauhaus (Germany, 20’s), Memphis (Italy, 60’s), Droog Design (Netherlands, 90’s) seem to represent it, as this is more about change in the world, via the body, rather than transcendence of it. In design Tantra can be understood as a moment of reflection on the nature of design and an occasion to continually think and get to know design, for instance, a process-oriented process. A reality that enhances scenario hypotheses, but without reaching a productive result.This ongoing research is non-interventionist and interventionist. The non-interventionist phase consists of the analysis and interpretation of concepts, contents from the past as well as visual imagery of Tantra. The interventionist phase resides on a pilot project.Thus, thinking about method in design means thinking about a phenomenological process such as interpretation. A path that is inductive like self-production, deductive like engineering, abductive intelligently linking hypotheses through experience, and also intuitive, imaginative, inventing, telling the story of material culture in another way. An alternative that needs to die and to live again, a process that, between analysis, intuition and experience, appeals to the dialectical reflection of design as an interlocutor between the individual and material culture in order to create sustainability.