Showing papers on "Meaningful learning published in 1970"

Using Students' Notes to Examine the Role of the Individual Learner in Acquiring Meaningful Subject Matter

Abstract: In meaningful learning tasks the acquisition process is influenced by the way in which the individual learner interprets and encodes the material. Early attempts to recall written materials largely determine subsequent retention, even when the learner's errors are corrected. To provide an indication of how information was interpreted and encoded by learners, adult students were asked to write notes on a meaningful prose extract they heard, and they were later asked to attempt recall. Whereas the meaningful items recorded in a subject's notes had a .34 probability of recall one week later, items not recorded in notes were recalled on only .047 of occasions, suggesting that the notes learners make provide a useful indication of the products of individual encoding processes In meaningful verbal learning and memory.

Components of and Neutralizing Factors in the Effects of Closed-Mindedness on the Learning of Controversial Material

Abstract: This study deals with the general problem of whether, to what extent, and how closed-mindedness affects the meaningful learning of controversial material contrary to belief. It particularly seeks to identify various logically discriminable aspects of closed-mindedness, to determine their respective effects on learning controversial material, and to test the efficacy of proposed neutralizing factors in counteracting the effects of closed-mindedness on such learning. In Rokeach's (1960) pioneering conceptualization of closed-mindedness, both the structure of the trait and the relationship between closed-mindedness and dogmatism are left unresolved. Our view of the dogmatism-closed-mindedness relationship is that dogmatism is only one aspect of closed-mindedness-that aspect which is reflective of a generalized personality trait or characteristic of cognitive style that an individual brings into any learning situation when he is confronted by controversial views contrary to his belief system, irrespective of the topic or issue in question. Rokeach, in our opinion, neglects two other crucial aspects of closed-mindedness both of which are specific to a particular issue, namely, an affective component (attitudinal bias) and a cognitive component (informational bias). To understand adequately how any given individual will respond to a controversial learning task contrary to his beliefs, one must consider all three components of closed-mindedness. Bearing these three components in mind, one can readily appreciate why persons who are

Principios e implicaciones del Nuevo Modelo Educativo

Abstract: This paper analyzes the pedagogical principles that are present in the approaches mentioned in the New Education Model 2016 (NME) and in the Curricular Proposal (PC): deep learning, situated learning, meaningful learning and socioemotional learning. Analysis is being performed on the implications of putting into practice such approaches within the framework of the reality of the country’s public schools. This involves the recovery of the other political instances which are exposed in the documents, such as quality education as a constitutional right, fair inclusive education and the issue of learning barriers.

The college classroom: models of education- techniques for change

Abstract: The examination of the three models of education considered here as well as the ideas of Farber and McLuhan can clarify some basic problems facing educators and students. While I have possibly ignored some practical issues, I have assumed that creative and courageous changes by individual instructors in their classrooms can result in a more meaningful learning environment, one which leads to increased satisfaction for teacher and learner and where greater role flexibilities can result in more accurate personal perception and acceptance. Such changes could contribute to the modification of existing institutions.

Discovery Learning with Illustrations.

Abstract: /TrN HERE is no question but that "discovery learning" is in the A minds of many mathematics teachers today. If not urged by advertisements of texts which point out "discovery" features and opportunities for "growth by discovery," the teacher is invited to attempt such methodology by speakers at professional meetings and by articles in all types of journals and periodicals in education. Also there are reports of studies in the literature and at professional meetings on the relative merits of discovery versus expository teaching and all of this helps the teacher to feel that he may not be using the most effective means of encouraging student growth in the classroom. It is also true that in soul-searching examinations of our methods of teachingwhich in many cases have reduced entirely to a mechanical "tell-show-memorize-do-likewise" type of instruction-the teacher has looked to some of the masters in teaching for help in vitalizing the atmosphere of the classroom and the learning experiences of their pupils. This is not to say that much good teaching cannot be done by expository methods for meaningful learning can take place if, as Ausubel1 advises, "The learning task can be related in nonarbitrary fashion to what the learner already knows, and if the learner adopts a corresponding learning set to do so." We all recall heightened and deeply moving learning situations perhaps in our own study of mathematics brought forth by a very skillful and enthusiastic teacher dedicated to "having us feel and understand" in which we perceived either abiding beauty in the logic of mathematics or we were thrilled with its power and its usefulness to man. Perhaps, Ausubel2 continues, it is rather "in . . . abuses of this (expository) method . . . (that it) ... fail (s) to satisfy the criteria of meaningfulness" for by such abuses "much potentially meaningful knowledge taught by verbal exposition results in rotely learned verbalisms." Thoughts on teaching by some of our master-teacher-mathematicians do provide sources for reflection on methodology and they seem to call for serious consideration to be given to a more

Pengaruh integrasi nilai-nilai islam melalui pendekatan iman dan taqwa (imtaq) pada hasil belajar sistem reproduksi manusia di man 2 kota bandung

Abstract: Basically, education is a structured and systematic pattern that aims to improve human civilization, including biology teaching which is expected to contribute to the improvement of student behavior. Therefore, it is necessary to integrate religious values ​​as an important part in biology lessons. This research aims to know the effect of applying faith and taqwa (IMTAQ) approach to Biology learning in improving meaningful learning, with learning outcomes in the form of conceptual mastery and affective improvement. The research was conducted by using quasi experimental method, which is expected to describe phenomenon, occurrence, and causal relationship as the impact of integritation value of religious on biology subjects in the school of MAN 2, Bandung. In the research focus, it is assumed that teachers have the ability to integrate general science materials with Islamic values. The results showed that the integration of Islamic values ​​through IMTAQ approach can improve the process and the students learning outcomes, significantly. Used of this approach can also improve teacher performance with three reasons; 1) learning time more effective and efficient, 2) learning more focused on analysis of study of general and religious knowledge, and 3) learning activities more controlled. Through this model, the acquisition of learning outcomes has increased the mastery of significant student concepts, as evidenced by the increasing grade of students of class XI IPA from pre-test (36) and post-tests (74) results, with N-Gain 0.58 (medium category). The average post-test score indicates that 80% have reached of KKM (70), whereas affective indicator is 4.24% (high qualification). This study demonstrates that the integration of Islamic values ​​through an approach of faith and taqwa in biology learning can improve the meaningfulness of learning, and similar concepts can be implemented in other subjects and other schools.

Cooperating Teacher-Student Teacher as a Learning Team.

Abstract: Three articles on two major aspects of student teaching are presented in tandem. The first of these explores the ways and means of blending, so to speak, the experienced cooperating teacher and the novice student teacher into a cohesive and mutually supportive team. Ward Sinclair is Head of Elementary Education at Pennsylvania State University's Capitol Campus in Middletown, and Leslie K. Peters teaches third grade at the Lower Dauphin School System in Hummelstown, Pennsylvania. an impact can be made is in student teaching. If student teaching is a stimulating and rewarding experience, the new teacher will be an asset to the schools of America. Consider the current student teaching experience. It is at best a poor beginning for any prospective teacher. It is only an extention of and a scapegoat for the continued practice of the traditional approaches in education. This is the way student teaching is, but not the way it should be. We need to accept and to utilize the talents and enthusiasm of prospective teachers, and to channel them into innovative and meaningful learning experiences for our students. Only in this way will we achieve our total objectives-teaching students, providing experiences for future teachers, and encouraging professional growth. The learning team approach is one method which could provide a means for achieving our stated objectives. Of course, this approach is "different" in some respects and will have to be "tested" if our tradi-