Showing papers on "Meaningful learning published in 1996"

Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction

Abstract: This article examines learning strategies that promote meaningful learning from expository text as evidenced by problem-solving transfer. The teaching of learning strategies involves decisions concerning what to teach, how to teach, where to teach, and when to teach. The teaching of learning strategies also depends on the teacher's conception of learners as response strengtheners, information processors, or sense makers. Three cognitive processes involved in meaningful learning are selecting relevant information from what is presented, organizing selected information into a coherent representation, and integrating presented information with existing knowledge. Finally, exemplary programs for teaching of learning strategies are presented. The most effective method for teaching students how to make sense out of expository text is for students to participate in selecting, organizing, and integrating information within the context of authentic academic tasks.

Schematic modeling for meaningful learning of physics

Abstract: Schematic modeling is presented as an epistemologic framework for physics instruction. According to schematic modeling, models comprise the content core of scientific knowledge, and modeling is a major process for constructing and employing this knowledge. A model is defined by its composition and structure and is situated in a theory by its domain and organization. Modeling involves model selection, construction, validation, analysis, and deployment. Two groups of Lebanese high school and college students participated in problem-solving tutorials that followed a schematic modeling approach. Both groups improved significantly in problem-solving performance, and course achievement of students in the college group was significantly better than that of their control peers. © 1996 John Wiley & Sons, Inc.

Gender Differences in Motivation and Strategy Use in Science: Are Girls Rote Learners?.

Abstract: This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc.

Meaningful learning, reasoning ability, and students' understanding and problem solving of topics in genetics

Abstract: The purpose of this study was to explore relationships among school students' (N = 189) meaningful learning orientation, reasoning ability and acquisition of meaningful understandings of genetics topics, and ability to solve genetics problems. This research first obtained measures of students' meaningful learning orientation (meaningful and rote) and reasoning ability (preformal and formal). Students were tested before and after laboratory-based learning cycle genetics instruction using a multiple choice assessment format and an open-ended assessment format (mental model). The assessment instruments were designed to measure students' interrelated understandings of genetics and their ability to solve and interpret problems using Punnett square diagrams. Regression analyses were conducted to examine the predictive influence of meaningful learning orientation, reasoning ability, and the interaction of these variables on students' performance on the different tests. Meaningful learning orientation best predicted students' understanding of genetics interrelationships, whereas reasoning ability best predicted their achievement in solving genetics problems. The interaction of meaningful learning orientation and reasoning ability did not significantly predict students' genetics understanding or problem solving. Meaningful learning orientation best predicted students' performance on all except one of the open-ended test questions. Examination of students' mental model explanations of meiosis, Punnett square diagrams, and relationships between meiosis and the use of Punnett square diagrams revealed unique patterns in students' understandings of these topics. This research provides information for educators on students' acquisition of meaningful understandings of genetics. © 1996 John Wiley & Sons, Inc.

Difficulties with the Geometry and Polarity of Molecules: Beyond Misconceptions

Abstract: Research evidence has shown that students often have views of scientific concepts that differ from those generally accepted by the scientific community. In chemistry, research on student understanding and misconceptions has been conducted in several conceptual areas. Recent studies have been carried out on misconceptions of covalent bonding and structure of molecules. According to the constructivist models of learning, the persistence of these learning difficulties could be explained because traditional teaching doesn't pose as an aim the conceptual change of students. In our opinion, it requires taking into account not only the students' previous ideas, but also the ways of reasoning they use to form their constructions. The aim of this paper is to analyze what grade 12 and university students of chemistry should "know" (declarative knowledge) and should "know how to do" (procedural knowledge, in terms of reasoning) concerning the geometry and polarity of molecules. At the same time, we try to diagnose the conceptual and procedural difficulties that the students could have to achieve meaningful learning of these chemical concepts.

Toward the Cross-Cultural Validation of a Western Model of Student Approaches to Learning

Abstract: The cross-cultural validity of the Approaches to Studying Inventory (ASI) was supported in an investigation of 302 first-year undergraduates enrolled at a Nepalese university. Evidence of a meaningful learning process model underlying ASI responses was found. As predicted, self-esteem correlated significancy with a more versatile approach to learning. Differences were found between the responses of Australian and Nepalese students to the ASI, but these were not easy to interpret.

Generating Connections and Learning in Biology

Abstract: In this chapter we examine the impact of teaching strategies designed to promote conceptual understanding among prospective elementary school teachers enrolled in a senior level college biology course. Instructional strategies include hands-on experiments and demonstration tasks designed to challenge naive conceptions. Activities utilize everyday materials so that they can be readily adapted to elementary classrooms. There is relatively little lecture, with strong emphasis on small group collaboration and whole class discussions. Students are prompted through questioning and example to develop runnable mental models of the topics being studied. These are comparable to the situation models proposed by Kinstch and van Dijk [18, 19] and discussed in this book by Otero (Chap. 3) and Scardemalia (Chap. 4). Students use a computer-based tool, SemNet™, to make their thinking explicit and visible, to reflect upon their understandings, and to share their thinking with their peers. The chapter describes studies to measure changes in student learning habits, metacognitive processes, retention and retrieval, and learning. SemNet students exhibited significant increases in deep processing. The volume of information retained and retrieved about a topic (the digestive system) by SemNet students was nearly twice that of the Comparison Group. SemNet students acquired certain cognitive skills (such as identifying main ideas and tying ideas together) that carried over into their other courses, according to students’ self-reports. There is evidence for a low level of metacognition among SemNet students (that is, awareness about thinking processes is elicited with specific prompts but not generated spontaneously). Neither Group exhibited transfer skills.

A Process-Sensitive Learning Environment Architecture

Abstract: In this paper we describe an architecture for intelligent learning environments that provides means to analyse the process rather than the product of learning, in order to support the development of individualised learning experiences in environments oriented by a more open and constructivist philosophy of learning. The architecture is described in terms of the conceptual structure and functionality required to support the representation and analysis of processes of learner-environment interaction and the adaptation of the environment according to the state of the learning process revealed by the analysis. An application in which a simple learning environment was implemented using the architecture exemplifies the approach.

The InforMed Professor: Clinical Instruction of Breast Disease Diagnosis and Management

Abstract: This paper describes a learning environment in the domain of breast disease and discusses some of the issues in designing a system cooperatively with content, pedagogical, and computer programming experts. The environment uses curricular content, presented in a non-linear fashion, from third and fourth year medical school; all aspects of the curriculum are available simultaneously to enhance the integration of declarative and procedural knowledge necessary in skilled clinical performance. The system represents an interactive, authentic environment where learners construct knowledge, develop higher order cognitive skills such as diagnosis, reasoning, and decision making, apply knowledge and skills, interact with patients, and receive appropriate feedback. The design of the learning environment is based on the theory of cognitive apprenticeship, thus the type and level of information and feedback provided by the system is dependent up on the learner's input. The system also allows learners to evaluate themselves by comparing their actions and decisions to those of experts in the field. The collaboration of experts from different disciplines in designing this environment has resulted in a greater degree of sophistication in ways in which the project has been conceptualized and reified. By focusing all experts on the learning goals of the environment and by cooperatively assisting each type of expert to extend their knowledge of the other areas, we have been able to create a system that incorporates the key theoretical principles from each area. The result is a learning environment that emphasizes meaningful learning of knowledge and skills that learners can apply when they are confronted with similar situations in the real world.

4. statistical thinking in a technological environment

Abstract: Traditional Israeli junior high school statistics usually emphasizes computation and neglects the development of a broader integrated view of statistical problem solving. Students are required to memorize isolated facts and procedures. Statistical concepts rarely originate from real problems, the learning environment is rigid, and, in general, there is just one correct answer to each problem. Even when the problems are real, the activities tend to be "unreal" and relatively superficial. The only view of statistics students can get from such a curriculum is of a collection of isolated, meaningless techniques, which is relatively irrelevant, dull, and routine. Many teachers ignore the compulsory statistics unit. The teachers maintain that there is no time, or that there is pressure to include "more important" mathematic topics, as well as lack of interest and knowledge. We have developed a statistics curriculum (Ben-Zvi & Friedlander, 1997) in an attempt to respond to the need for more meaningful learning of statistics and have incorporated the use of available technology to assist in this endeavor.

ARTICLES : GROUP TlME CONVERSATION IN A PRESCHOOL CLASSROOM : EXPLORING POSSIBILITIES

Abstract: This article presents results from an ethnographic investigation of group time in a preschool classroom. The teacher in this classroom was selected because of her commitment to and success at group time. Group time presents unique opportunities for socially constructed learning through rich dialogue. It is mutually and reciprocally constructed by the teacher and the children. To show the complexity of the teacher`s efforts at group time, we make the teacher`s hidden work visible by discussing three strategies: becoming ready for conversation, exchanging contextualization cues, and using different types of group conversation. Rich and meaningful learning at group time becomes possible through the mutual efforts and support of the teacher, children, and parents.

Biological Interrelationships and Water

Abstract: Water is a critical concept in science and can serve as a conceptual link among various topics in biology as well as in a variety of both natural and social sciences This paper describes analysis of the central role of water in learning and teaching about biology The role of water in the structure of biology and ecology knowledge is analyzed through the construction of a semantic network created by the author using SemNet software Several water-related concepts indicating significant relationships among various areas of biology and other disciplines are described The need for continued restructuring of disciplines in order to design more effective curriculum and promote meaningful learning is discussed