Showing papers on "Meaningful learning published in 1986"

Hypertext Principles for text and Courseware Design

Abstract: Most text, because of its arrangement, implies a sequential order. Despite efforts to convey content structure, readers access most text in serial order. Because cognitive principles of learning suggest that we all construct knowledge differently, hypertext breaks the sequential processing tendency by allowing readers to modify the sequence as well as the appearance of the text they are reading. Readers may decide what information is relevant to them and what sequence produces the most meaningful learning. In this article, hypertext is defined and types and examples of both print and electronic hypertext are described. A rationale, based on web learning and generative learning hypotheses, is presented. Finally, three levels for implementing hypertext are described, with emphasis on electronic (especially microcomputer) applications.

Vocabulary Instruction and Meaningful Learning.

Abstract: "Isn't all learning meaningful? No, some learning is meaningless!" Since word meaning, or vocabulary, is strongly related to reading comprehension, then vocabulary instruction must be meaningful. Yet many content teachers believe that they develop word recognition skills, or preteach technical vocabulary, when they require students to look up new words in the dictionary or glossary and use each word in a sentence. This activity tends to be meaning/ess and often results in rote learning and rapid forgetting. Many trade books on content reading provide instructional strategies for teaching vocabulary, but often teachers need direction in when to use

The Value of the Computer in Learning Algebra Concepts

Abstract: The BackgroundThe problems and difficulties which many secondary schoolchildren have withalgebra (generalised arithmetic) are well known and have been the subject ofmuch research investigation. Many of these relate to the conventions of thenotation and the inability of children to interpret the meaning of the use ofletters (Booth 1983a). Faced with a new and daunting cognitive situation,many fall back on their previous experience and make use of a one-to-onecorrespondence between the natural numbers and the letters of the alphabet (egWagner 1977), feeling a strong need for a numerical ‘answer’. Booth (1983b)reported encouraging success using an imaginary ‘Maths Machine’ which thechildren had to ‘program’ to produce answers. The value of computerprogramming in understanding algebra has already been shown (see, forexample, Tall 1983) and the natural extension of Booth’s work was to providethe children with actual ‘maths machines’ to program.The psychological framework of the research is based on constructivistPiagetian theory, with its idea of abstraction from experience, Ausubel’stheory of meaningful learning, and the relational understanding of Skemp. Allthese theories emphasise the importance of the ‘framework of knowledge’which the individual constructs in any cognitive area, and the need to build onthe existing knowledge structures of the child by conceptual rather than rotemeans.The experimenta) equipmentTo enable the children to construct a mental model for a variable in algebra,and the manner in which it is manipulated, a concrete model was providedconsisting of a ‘box’ containing the current numerical value of the variable andan attached label with the variable name (figure 1). Although this model doesnot fulfil all the mathematical uses of the concept of variable (see e.g. Wagner1981), it proved to be of great value to the children.

Managing Computer-Assisted Instruction in the Classroom

Abstract: A s microcomputers and educational software become increasingly available in classrooms, teachers are often faced with the problem of how to manage these important resources Should computers be placed in the classroom itself? Or should they be located in a large cluster in a separate room, into which the students can be scheduled on occasions when they need to use them? When using computerized instructional materials, should each student have his or her own terminal, or should students work in small groups? When students use computer-assisted instruction (CAI), should they do all the work at the terminal, or should they do most of the work elsewhere and approach the computer only at specific times? The answers to these questions will dictate the number of computers a school needs to purchase, where they should be located, and the selection of software that will most effectively provide the students with a meaningful learning experience

Differing Views of Basic Studies Curricula.

Abstract: Five positions on the nature and purpose of basic studies in the college curriculum are considered. The five positions are summarized as follows: (1) to develop essential skills; (2) to introduce students to disciplines of knowledge; (3) to introduce students to the .isic modes of thinking or ways of knowing; (4) to develop understanding and appreciation of seminal ideas, events, and products of human culture; and (5) to engage students in the processing of meaningful learning. These positions are also analyzed in terms of their focus on content, teaching, learning, governance, and utilization. Philosophical and educational a3sumptions about the five positions are also discussed with attention to mission and goals, views of knowledge, views of teaching and learning, and value differences. Compatibil'ty of the five positions are also addressed. Seven suggestions concerning the issues of organizational support for basic studies programs are offered, including: formal adoption of curriculum design and rationale for the basic studies program; and an on-going program review process. Finally, five suggestions concerning provision of support for instructional processes within basic studies programs are presented that include adequate time and resources and consultation services. (SW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************