scispace - formally typeset
Search or ask a question
JournalISSN: 2334-296X

Journal of education and human development 

About: Journal of education and human development is an academic journal. The journal publishes majorly in the area(s): Curriculum & Higher education. It has an ISSN identifier of 2334-296X. It is also open access. Over the lifetime, 366 publications have been published receiving 1479 citations. The journal is also known as: JEHD.


Papers
More filters
Journal ArticleDOI
TL;DR: In this article, the authors define the key principles of meaningful learning in the classroom and present a meaningful learning experience carried out in our classroom and expound the advantages of concept mapping and meaningful learning.
Abstract: Summary In our research paper, we set out the key principles of learning in the classroom. We attempt to show learner’s products which are useful to predetermine meaningful learning. We aim to spread those key principles, according to which concept maps and collaborative works have an essential role. In addition, we offer a meaningful learning experience carried out in our classroom and we expound the advantages of concept mapping and meaningful learning. As a result of our study, we launched our e-book entitled Meaningful learning in practice. How to put meaningful learning in the classroom, which is freely available on the Internet. We also present a CD-ROM containing educational tasks, promoted by the Government of the Canary Islands (Spain), and our Web page www.meaningfullearning.eu 1.- Key Concepts Meaningful learning: According to Ausubel, "the most important single factor influencing learning is what the learner already knows". Therefore meaningful learning, which implies longer retention than memorizing, occurs when humans relate new concepts to pre-existing familiar concepts. Then changes are produced in our cognitive structure, concepts are modified and new links are created. It is a useful tool because it enables real learning, it generates greater retention and it facilitates transferences to other real situations. Concept mapping: Concept maps are helpful tools for representing knowledge visually. Concept maps were designed by Novak, who based his research on Ausubel's theory. Their graphic display takes the form of a network that shows concepts connected by nodes and arrow symbols defining relationships between them. Joseph D. Novak's research resulted amazing because concept maps could accurately capture children's knowledge and show very specific modifications in their conceptual understanding. In addition, he proved there are significant differences between knowledge of children who are taught basic science concepts in first grades, with knowledge of these same children in superior grades. Educational resources: They concern materials and objects which are useful for school teaching. They may come from a great variety of fields and they can be used in countless ways. All materials and objects can indeed become educational resources when used appropriately and logically. They are necessary to illustrate concepts concerning the schoolwork done in the classroom. It makes them more helpful when we use a diversification of sources and supports.

83 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigate whether the use of infographics results in significant differences in university female students' achievement and explore the students' perceptions of the infographics' impact, finding that almost 90% of the participants in the experimental group reported that infographics had a positive impact on their intellectual, life skills, and affective development.
Abstract: Infographics, a portmanteau of \"information” and “graphics,\" are used in the current study as an instructional assignment in an introductory curriculum course. This study’s goals are to investigate whether the use of infographics results in significant differences in university female students' achievement and to explore the students' perceptions of the infographics' impact. Using a quasi-experimental design, this study was conducted with 165 participants divided into two groups: experimental (N = 83) and control (N = 82).The treatment lasted for 9 sessions each of 2 hours duration. Data were collected using achievement tests and a questionnaire assessing students' perceptions. The results revealed significantly higher achievement in the experimental group than in the control group. Almost 90% of the participants in the experimental group reported that infographics had a positive impact on their intellectual, life skills, and affective development. Conclusions are drawn, and directions for future studies are discussed.

38 citations

Journal ArticleDOI
TL;DR: The phenomenon of brain drain is interpreted in the case of Greece, which is a developed country, as a result of the low demand for scientific personnel in the Greek labor market.
Abstract: The phenomenon of “brain drain” usually involves the flows of graduates from the less developed countries to more developed ones. The phenomenon of “brain drain” is interpreted in the case of Greece, which is a developed country, as a result of the low demand for scientific personnel in the Greek labor market. A new immigrating wave of Greek people who leave abroad has become enormous in the last three years. This time it is not about unskilled workers, who seek for their fortunes, but about new graduates, who are qualified and have acquired the knowledge that allow them to work in more developed countries. It is about a phenomenon that had begun before the elation of economic crisis and everything points to the fact that it will culminate during the next period of time. Finally, skilled international migration undermines the development, which is impossible to be accomplished without knowledge.

27 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigate the conceptual and procedural knowledge of primary school mathematics teachers regarding rational numbers and find that teachers have a non-statistically significant weak positive correlation between teachers' conceptual knowledge and their procedural knowledge.
Abstract: The present study aims to investigate the conceptual and procedural knowledge of Riyadh primary school mathematics teachers’ regarding rational numbers. The sample of the study consisted of 57 mathematics teachers in Riyadh primary schools during the second semester of the academic year 2012/2013. More specifically, the sample consisted of 27 novice teachers and (30) experienced teachers. To achieve the objectives of the study, conceptual and procedural knowledge regarding rational numbers were tested by an instrument with well-established reliability and validity. The findings of the present study indicated that mathematics teachers in Riyadh primary schools have average conceptual and procedural knowledge regarding rational numbers. In addition, there was statistically significant difference at (α = ≤0.05) between the mean scores of teachers’ conceptual knowledge and the mean score of their procedural knowledge. The difference was in favor of the procedural knowledge. Moreover, the study found that there was a statistically significant difference at (α ≤ 0.05) between the mean scores of novice teachers and experienced teachers. This difference was in favor of experienced teachers. It also revealed that there was a non-statistically significant weak positive correlation between teachers’ conceptual knowledge and their procedural knowledge regarding rational numbers.

27 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20221
20213
202043
201953
201824
201765