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Showing papers on "Meaningful learning published in 1983"


Book
01 Jan 1983
TL;DR: This chapter discusses strategy training in Piagetian Concept Learning, as well as educational applications of Cognitive Strategy Research.
Abstract: I Strategy Training of Piagetian Concepts.- 1 Varieties of Strategy Training in Piagetian Concept Learning.- Historical Prologue.- Forms of Effective Strategic Experience.- Concluding Remarks.- References.- 2 Training Cognitive Strategies for Oral Communication.- Cognitive Strategies for Listening Skills.- Cognitive Strategies for Speaking Skills.- Generalization of Training.- Metacognitive Knowledge Versus Cognitive Strategies.- Future Directions.- Reference Notes.- References.- 3 Moral Education Strategies.- Plus-One Exchange Strategy.- Deliberate Psychological Education.- Didactic Instruction Strategies.- Information Processing Strategy.- The Just Community Strategy.- Conclusions and Recommendations.- Reference Notes.- References.- II Cognitive Strategies in Reading and Language.- 4 Reading Strategies Training for Meaningful Learning from Prose.- Theoretical Framework.- Meaningful Learning from Prose.- Studies on Manipulation of Reading Strategies.- Instructional Methods for Reading Strategies.- General Conclusion.- Reference Note.- References.- 5 Children's Flexible Use of Strategies During Reading.- Conception of Reading.- An Introduction to Metacognition and Training Study Skills.- Conclusions.- Reference Notes.- References.- 6 From Theory to Practice in Reading Research: Toward the Development of Better Software.- Historical Background of the Relation Between Theory and Practice in Reading Research.- Recent Trends in the Relation Between Theory and Practice in Reading Research.- Fifteen Years of Research on Reading: Analysis of Motives, Methods, and Inferences.- Toward the Development of Better Software.- Reference Notes.- References.- 7 Strategies in Language Learning.- Some Preliminary Distinctions.- Schema for Classifying Strategies.- Informal Contexts and Strategies.- Formal Settings and Strategies.- Some Theoretical and Practical Conclusions.- Reference Notes.- References.- III Educational Applications of Cognitive Strategy Research.- 8 Pictorial Strategies for School Learning: Practical Illustrations.- Basic Assumptions.- Practical Illustrations.- Summary and Conclusions.- Reference Notes.- References.- 9 Making Meaningful Materials Easier to Learn: Lessons from Cognitive Strategy Research.- Learning Materials and Research.- Children's Cognitive Deficiencies and Materials Modification.- General Discussion.- Reference Notes.- References.- 10 Problems in Classroom Implementation of Cognitive Strategy Instruction.- Can Individually Administered Cognitive Strategy Training Be Adapted Effectively to Group Situations?.- What Individual Differences in Students Need to Be Considered for Cognitive Strategy Instruction to Be Implemented Effectively in the Classroom?.- Can Students Effectively Use Cognitive Strategies During Ongoing Classroom Learning?.- Following Cognitive Strategy Training, Can Strategy Usage Be Maintained and Generalized to Other Similar Tasks?.- What Components Must Be Included in Strategy Instruction for Instruction to Be Effective?.- How Dependent Is Cognitive Strategy Training on Adjunct Materials and How Dependent Should It Be?.- What Cognitive Strategies Should Be Taught and To Whom?.- How Should Cognitive Strategy Instruction Be Implemented in the Classroom?.- Conclusions.- Reference Notes.- References.- Author Index.

122 citations


Journal ArticleDOI
TL;DR: This article worked with a special projects producer at a commercial television station to develop three nutrition PSAs, which were evaluated as a meaningful learning experience by all of the students, and one which will encourage them to work with mass media in their professional careers.
Abstract: Graduate students in a nutrition education course worked with the special projects producer at a commercial television station to develop three nutrition PSAs. This project involved the students in experiences that demonstrated the possibilities as well as the limitations of using commercial television for defined educational purposes. It was evaluated as a meaningful learning experience by all of the students, and one which will encourage them to work with mass media in their professional careers.

1 citations


Journal ArticleDOI
TL;DR: In this article, an attempt to apply psychopedagogical principles to the teaching of orienteering to children, aged 11 years, as a form of action research is described. But the content is concerned with the solution of problems involving a fundamental aspect of navigation, that of deciding in which direction one should travel.
Abstract: In criticism of teacher‐training courses, Stones (1978, 1981) advocates that many of the problems can be tackled, if not solved, by a study of pedagogy, incorporating in particular those concepts and principles from psychology that indicate how pupil learning can be enhanced and made enjoyable. In this way it is argued that genuine links can be made between theory and practice. Psychopedagogy is concerned with the study of how the learner acquires new concepts, skills and understanding, and how the teacher can arrange the learning environment to bring about meaningful learning, and takes the pupil's learning as the criterion of teacher competence. This paper reports an attempt to apply psychopedagogical principles to the teaching of orienteering to children, aged 11 years, as a form of action research. The content is concerned with the solution of problems involving a fundamental aspect of navigation, that of deciding in which direction one should travel. Analysis of the teaching task reveals the need for...

1 citations


Journal ArticleDOI
TL;DR: Facilitation of learner autonomy in a hospital pharmacy residency may increase the value of self-directed learning projects in general and improve the resident's self- directedness.
Abstract: The extent of self-directed learning among hospital pharmacy residents in western Canada was studied. A preresidency questionnaire and a postresidency group interview with a set of questionnaires were used. The residents were asked to list learning projects conducted in their residency programs; these learning projects were categorized as self-directed, mutual-agreement, and preceptor-directed. A postinterview questionnaire was used to obtain postresidency measurements of self-directedness and resident autonomy. Twenty-four residents provided data on 164 learning projects. Projects with the most meaningfulness, high achievement contribution, positive motivation, and relevance corresponded with the self-directed approach. Residents who had more meaningful learning entered their residencies with no more self-directedness than other residents, but they did have more autonomy in their residencies. No particular type of project, with respect to learner autonomy, was found to be more problematic than the others. Facilitation of learner autonomy in a hospital pharmacy residency may increase the value of self-directed learning projects in general and improve the resident's self-directedness. Self-directed learning should continue to be part of residency programs.

1 citations