Showing papers on "Meaningful learning published in 1991"

Epistemological perspectives on conceptual change: Implications for educational practice

Abstract: Frameworks that seek to understand how knowledge restructuring occurs and how to build a learning environment that facilitates this restructuring raise important philosophical, psychological and pedagogical questions and issues about how conceptual change occurs and what characteristics of knowledge growth ought to be a part of curricula and learning environments. Implicit in emphasizing the how is a shift in science educations' perspective from one that embraces “scientists' ways of knowing” as the dominant objective towards one that favors “positioning the learner for the next step.” This change in perspective and approach represents a radical and complex departure from common practice. This article advances a piecemeal model of the character and mechanism of restructuring and then describes a model of educational practice designed to facilitate this form of restructuring. We argue that a piecemeal developmental perspective of conceptual change would offer quite different criteria for deciding what to teach and how to teach. The adoption of conceptual change teaching models implies teacher empowerment of a kind we have yet to fully understand. Empowering teachers with appropriate philosophical and psychological models for the selection and the sequencing of instructional tasks would aid in their describing and prescribing effective or meaningful learning strategies. Central to this educational model is a broadened and integrated view of assessment and instruction that we are calling a portfolio culture. The essential characteristic of this culture is that it creates opportunities for teachers and students to confront and develop their scientific understanding and to equip students with the tools necessary to take increased responsibility for their own restructuring, to assess for themselves what might be the next steps.

Meaningful Learning in College Biology through Concept Mapping.

Abstract: A CCORDING to course descriptions and teachers' intensions, undergraduate science courses should help students develop critical thinking skills and increase their understanding of the technological and natural environment in which they live and work. In other words, as teachers, we hope that students will learn science concepts in a meaningful way and be able to apply those concepts to solving real problems. Yet, many college students would admit that they are unable to remember concepts past the final examination and do not connect science concepts to life experiences. Students rarely consider whether the knowledge they obtain will be lasting to them or meaningful in their lives. Ausubel (1968) suggested that individuals learn meaningfully by building knowledge on the basis of what they already know. More recently von Glasersfeld (1981; 1988) has suggested an epistemological theory that he terms radical constructivism. The constructivist view of knowledge acquisition holds that construction of knowledge is a personal activity in which the selection, interpretation and reorganization of sensory data varies depending on the individual's prior knowledge. Therefore the conceptualization of one individual can only be similar to another's, but cannot match it. Traditional approaches to teaching do not take into account the constructivist theory of knowledge acquisition. Faced with typical didactic classroom presentations and multiple choice assessments, students view their role in learning to be taking as much information as possible from the teacher or text and storing it by rote memorization. Passing the examination becomes the goal which drives study, and little thought is given to learning with understanding. If we are to facilitate meaningful learning for students, we must provide them with a purpose for rejecting rote learning strategies while simultaneously assisting them with developing strategies that lead to learning with understanding. In this article we report on the potential of concept mapping, a learning strategy, coupled with assessments oriented toward problem solving, to facilitate meaningful learning in a freshman biology class. Interpretive methods were used to answer two questions:

Understanding of Pollution among 4th, 8th, and 11th Grade Students

Abstract: This study assessed 4th, 8th, and 11th grade students' understanding of natural and social science concepts related to pollution. A representative sample of public school students (n = 105) in 11 Maine schools was selected, and students were interviewed on four concept principles considered critical to a full understanding of the pollution problem. The concept of pollution included the much publicized issues of solid and toxic waste as well as air, soil, and water pollution. Research assertions were summarized in generalized correct concept statements indicating the extent of current student knowledge. Common misconceptions were also noted. This study considered student understanding from a human ecological perspective, that is, as an integrated set or cluster of concepts related to pollution. This reflects a complex, integrated, and multidisciplinary conception of natural phenomena. Human constructivism, meaningful learning theory, and principles related to the relevance of student schema in the...

Instructional design for meaningful learning

Abstract: The instructional design and student learning literature is reviewed for guidelines for instruction which would encourage deep rather than surface learning. A taxonomy is presented which values student conceptions of key phenomena and skills for the self-discovery of knowledge as more important than the accumulation of information. Strategy elements suggested for the selection and sequencing of content, therefore, focus on revealing the interrelationship between key concepts. Evidence is presented of the persistent nature of existing conceptions and the difficulty of changing conceptual frameworks. Diagnostic questions are suggested as a means of exposing existing conceptions. It then seems necessary to provide a challenge to revealed or anticipated misconceptions so that students pass through a disequilibrium phase before re-forming their existing conceptions. As there is growing evidence of a mis-match between the goals and practice of teachers, action research is suggested as a method of implementation.

Enhancing Motivation and Acquisition of Coordinate Concepts By Using Concept Trees

Abstract: This study assessed the effects of providing learners with a graphic illustration of coordinate concept relationships to supplement learning from text-based instruction. Seventy-three undergraduate students were given a passage of approximately 1,300 words in length, describing Ausubel’s Categories of Meaningful Learning. Half of the students also received a graphic concept tree that illustrated the relationship between the concepts presented in the text. Findings from analyses of variance on an instructional motivation measure and the immediate posttest indicated that students who used the concept tree outperformed those learners who did not use the concept tree, and that students who used the concept tree reported significantly higher amounts of attention, confidence, and satisfaction with the instructional materials. No interactions were found between use of the concept tree and vocabulary ability.

Developing instructional design

Abstract: After completing this practical self-study book, readers will be able to organize and present ideas in meaningful learning modules, function effectively as instructors, and measure their own effectiveness. Coverage includes- To give tips on planning training sessions To suggest ways to prepare for instructional sessions To discuss conducting and evaluating instruction

Learning in the middle school earth science classroom: students conceptually integrate new knowledge using intelligent laserdiscs

Abstract: The purpose of this investigation was to describe the ways in which middle school students learn as they used an intelligent laservideodisc to create interactive multimedia projects about "weather." Specifically, the relationship was described between the cognitive learning variables, developmental readiness and students' cognitive structure, and the instructional materials students used. GALT, Locus of Control, and Concept Maps were used to assess students' readiness and cognitive structure. Fourteen small groups (3-4 students) of eighth grade earth science students worked at the "authoring" level in HyperCard and with the laservideodisc to complete informative interactive "stacks" for their classmates. Each group worked for ten instructional periods over five weeks to research, interpret and create original links between textual and visual information. Audio tapes and continuously "saved" computer records from each workstation were used in describing the group authoring process and student learning. Groups worked interdependently, with division of labor, or as associations of individuals, to accomplish the task of producing a weather project. Elements of the groups' final projects reflect the various strategies of group work. Projects could not be differentiated based on GALT, Locus of Control, or prior knowledge map scores. All groups successfully created interactive laservideodisc project stacks incorporating original text, drawings, video images, "buttons," and "cut and paste" resources. Results indicate that direct student use of laservideodisc in the middle school classroom extends students' possible learning experiences, motivates students to stay on task, and can be effectively used by students for meaningful learning. This "hands on" model for introducing students to new content, new technology, and metacognitive strategies promotes cooperative learning and motivation for science learning. By enabling researchers to unobtrusively record students' daily progress, interactions, and decision-making, his new interactive technology is a particularly powerful tool for learning research. ftn*"Intelligent Laserdiscs" is a term used to specify laservideodisc players linked to and controlled through a computer. This term implies "Level III" use of the laservideodisc.