Carla Luciane Blum Vestena

Análise da noção de justiça em estudantes com altas habilidades/superdotação: uma contribuição educacional

Giftedness is known for the traits of creativity, engagement with the task, and above-average ability. (RENZULLI, 2014). There are other little explored traits such as, for example, autonomous moral .. The present article had as objective to analyze the notion of justice of students with high abilities / giftedness. The subjects studied were ten elementary and middle school students aged between 11 and 16 identified with high abilities / giftedness in the school context and attending multifunctional resource rooms in two public schools of a municipality in the interior of the State of Parana / Brazil . Data were obtained through the Piagetian clinical method and the research instrument was the semistructure interview composed of moral dilemmas involving the categories of immanent justice, retributive, distributive justice and respect for rules. The study demonstrated that these students have a broad understanding and sensitivity regarding the injustices that occur in the general context of society as well as respect for the rules. We conclude that the aspects related to autonomous morality were evident in the students investigated by the demonstration of a refined notion of justice. However, it is necessary the development of pedagogical actions that allow discussions on topics of their interest in order to favor the construction of cooperative environments. Finally, we emphasize that it is fundamental that teachers know the characteristics of high skills / giftedness in order to stimulate the exercise of moral autonomy and thus offer opportunities to act according to these principles in cooperative environments.

A construção da escrita em crianças com síndrome de Down incluídas em escolas regulares

Current research investigates performance in the writing production of four children with Down´s syndrome in regular classes of the primary school in Guarapuava, Pr., Brazil. Two written samples from each participating child at two different instances during the scholastic year were collected. Written test comprised four separate words and a clause. The children´s performance analysis was foregrounded on the psychogenesis of the writing language. Results showed that written products by children with Down´s syndrome involved in current research were similar to those described in the literature for their peers. Development throughout the year was slow and showed that the children´s schooling process demanded more time. In the case of children with Down´s syndrome, learning to write is similar to the process of other children, albeit slower. So that the learning process by children with Down´s syndrome may be guaranteed, adaptations in teaching planning and time stipulated by conventional school programs should be made.

Conceptions about environment and environmental education: From theory to practice

[Extract] In conditional discrimination choice tasks, one learns to make a choice conditionally based on the presenting discriminative/cue stimulus. Prior research has shown that when each type of correct choice is followed by a cue-unique trial outcome (differential outcomes procedure), learning is faster and more accurate than when a single, common outcome is delivered for all types of correct choice. This learning effect has been termed the differential outcomes effect (DOE). Results are discussed here for brain regions that are active in mediating the DOE, while healthy young adults performed delayed conditional discrimination under event-related functional magnetic resonance imaging (fMRI).Based on two different work motivation theories, the relationships between personality traits (Big Five, CSE: core self-evaluation) and the importance of various job aspects was investigated. In Study I (N=118), graduates with high scores on Openness to experience and Agreeableness placed emphasis on Herzbergs motivation factors, whereas no relations were found for hygiene factors. In Study II (N=117 employees), the Big Five accounted for 30% of the variance in importance of the motivating potential of a job (Job Characteristics Model) and CSE showed incremental validity. Results are discussed regarding person-job fit and the practical utility of the CSE construct.Individual differences in learning nondeterministic relationships were investigated in samples with high mathematical proficiency. Probability Learning tasks were included within selection tests for admission to the French Air Transport Pilot Training. In Study 1 (N=401), two cues had positive and negative relationships with a target criterion. Four classes, homogeneous in mathematical performance, differed in learning the nondeterministic relationships. _ Fast-learners swiftly learned the relationships. _ Medium- and Slow-learners were slower but eventually succeeded. _ Nonlearners (12%) failed to learn even the positive relationship. These patterns replicated in Study 2 (N=448), including a third-irrelevant-cue. The irrelevant cue made the task more complex and degraded more the learning of the negative than the positive cue. Response time analyses confirmed that differences in the learning profiles went along with differences in the decision-making processes.