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Showing papers on "Meaningful learning published in 1988"



Journal ArticleDOI
TL;DR: In this article, a framework is proposed in which learning outcome is conceptualized both as a learning experience associated with positive and negative emotions and as an increment in knowledge and skill, and empirically evidence is presented to support the view that meaningful learning should be conceptualised both in terms of a pupil's competence for learning and satisfaction with the learning opportunity.

42 citations



01 Apr 1988
TL;DR: This study explored Ausubel's condition of adopting a meaningful learning set for meaningful learning to occur and suggested that at least one of the subjects changed from essentially a rote learner to a more meaningful learner.
Abstract: This paper presents a case study involving a small group of students enrolled in a tutorial program learning introductory college chemistry. The underlying theoretical framework of this investigation was a constructivist view of learning, but more specifically it was based on Ausubel's theory of meaningful learning. The findings of this investigation ware: (1) students did undergo qualitative changes in their knowledge, but some students more so than others; (2) these changes were related to the students' learning approach, i.e., positively related to the adoption of a meaningful learning set (a predisposition to learn meaningfully); and to the nature (quality and quantity) of their prior knowledge; and (3) evidence suggested that at least one of the subjects changed from essentially a rote learner to a more meaningful learner. In addition, this study explored Ausubel's condition of adopting a meaningful learning set for meaningful learning to occur. (CW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. **********************************************************************

10 citations


Journal ArticleDOI
TL;DR: In this paper, the authors looked at students' satisfaction with, and changes in approach to, learning during their first year in problem-based curricula for agriculture, architecture, medicine and paramedicine.
Abstract: This research looked at students' satisfaction with, and changes in approach to, learning during their first year in problem‐based curricula for agriculture, architecture, medicine and paramedicine. While students at each school showed little change in approach apart from achievement orientation in the six‐month period after entry to the course, there were different patterns of approach at each school. Satisfaction with their respective schools was uniformly high — notably in terms of their emotional climate, supportiveness, student and teacher interaction, and meaningful learning experiences. Correlations between students' approach to learning and degree of satisfaction with their course strongly support earlier claims and research findings on the merits of problem‐based curricula, although they still need more careful definition to be useful to curriculum planners.

4 citations


Journal ArticleDOI
TL;DR: In this paper, the problem of how to promote meaningful learning in distance education in correspondence courses is addressed from a pedagogical viewpoint, and methods to enhance individual engagement and learning are proposed.
Abstract: This article from a pedagogical viewpoint deals with the problem of how to promote meaningful learning in distance education. In correspondence courses, major problems arise from individual learning difficulties which are caused, e.g. by ineffective teaching methods, deficient individual prerequisites, and/or lack of social facilitation because of isolation. Dealing with those problems experts have been using various technical facilities (e.g., computers for administration and management) and media. Nevertheless, learning difficulties can be solved only by students themselves, but not by mere manipulation of technology, educational methods, or students’ activities. Methods to enhance individual engagement and learning cannot be based well on existing pedagogical theories, since these address direct teaching of children or youth in classroom. Search for theories and methods appropriate to distance teaching reveals as a major goal the development of problem‐solving skills and related abilities. Learning act...

1 citations