Showing papers on "Meaningful learning published in 1997"

Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology

Abstract: This study examined successive and progressive changes in the structural complexity of knowledge held by introductory, college-level biology students and how those changes are affected by the students' primary learning mode and gender. To examine the way learners restructure knowledge over the course of a semester, subjects constructed concept maps at 4-week intervals throughout the term. The maps were then evaluated for structural complexity and change based on the works of other investigators. Results suggest that a substantial amount of knowledge restructuring takes place and that much of it is incremental in nature; “accretion” and “tuning” accounting for 75% of the observed structural changes. Of potential importance, however, is that “radical” changes involving higher order, superordinate concepts are concentrated in the first 4 weeks of the semester. The observed relationships between knowledge restructuring and predominant learning mode and gender of students are potentially significant. The evidence suggests that students who use “active,” “deep” information processing strategies construct more elaborate, well-differentiated knowledge structures. Furthermore, it appears that gender may be an important mediator of meaningful learning. It is particularly notable that where gender differences were found, they tended to favor females. © 1997 John Wiley & Sons, Inc. Sci Ed 81:193–215, 1997.

Handbook of Academic Learning: Construction of Knowledge

Abstract: Academic Learning: Perspectives, Theory, and Models: E. Bredo, The Social Construction of Learning. G.D. Phye, Learning and Remembering: The Basis for Personal Knowledge Construction. M.H. Dembo and M.J. Eaton, School Learning and Motivation. B.J. Zimmerman and R. Risemberg, Self-Regulatory Dimensions of Academic Learning and Motivation. P.D. Nichols and D.J. Mittelholtz, Constructing the Concept of Aptitude: Implications for the Assessment of Analogical Reasoning. Teaching "How to Learn" within Domains: M. Pressley, R. Wharton-McDonald, J. Rankin, P.B. El-Dinary, R. Brown, P. Afflerbach, J. Mistretta, and L. Yokoi, Elementary Reading Instruction. J.M. Royer, A Cognitive Perspective on the Assessment, Diagnosis, and Remediation of Reading Skills. S.L. Benton, Psychological Foundations of Elementary Writing Instruction. R.E. Burnett and L.M. Kastman, Teaching Composition: Current Theories and Practices. M.L. Franke and D.A. Grouws, Developing Student Understanding in Elementary School Mathematics: A Cognitive Perspective. S.R. Williams, Mathematics (Grades 7-12). K. Tobin, The Teaching and Learning of Elementary Science. J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Meaningful Learning in Science: The Human Constructivist Perspective. Learning to Learn: G.D. Phye, Inductive Reasoning and Problem Solving: The Early Grades. R.E. Mayer, Incorporating Problem Solving into Secondary School Curricula. D.R. Olson, Critical Thinking: Learning to Talk About Talk and Text. Assessment of Classroom Learning: W.D. Schafer, Classroom Assessment. J.H.M. Hamers and A.J.J.M. Ruijssenaars, Assessing Classroom Learning Potential. V. Spandel, Reflections on Portfolios. Epilogue: Classroom Learning, Looking Ahead. Index.

Cognitive/concept mapping: a teaching strategy for nursing

Abstract: Cognitive/concept mapping is an educational strategy that takes into consideration the principles of educational psychology. The most important single factor that influences learning is what the learner already knows. Nursing students face a great need to understand the larger questions and problems of their chosen field. Unless there is understanding, students may only commit unassimilated data to short-term memory and no meaningful learning will occur. The purpose of the following paper is to present concept mapping as a learning/teaching strategy for nursing students and nursing faculty. Examples of maps will be presented along with suggestions about how they can be used to plan care for a particular client or to learn more about the nursing care of a specific disease process.

Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes

Abstract: It is common to hear teachers claim that their students expect to be spoon fed and are only capable of regurgitating information they have been fed. Their curricula reflect this belief and the outcome is a self‐fulfilling prophecy—the students dutifully regurgitate to the best of their ability to fulfill assessment requirements. We present a case study of a course based upon this belief, but provide evidence to show that the assumption was not true at all. When an alternative curriculum stressing independent learning and student‐centred approaches was developed, the students were not only capable of more meaningful learning approaches, they actually preferred them—even if they did at times work harder. We discuss the aspects of course design which contributed to encouraging students to use a deep approach to learning.

Meaningful Learning in Science: The Human Constructivist Perspective

Abstract: Publisher Summary This chapter reviews the research, focusing particularly on studies that support a new synthesis of learning theory, epistemology and philosophy of science. In physics, the earliest and most powerful studies investigated students' conceptions of basic Newtonian mechanics. Many students, regardless of age or prior experience, appear to subscribe to a kind of Aristotelian notion of moving bodies. In contrast to the Newtonian view, these students hold that moving objects are kept in motion by a constant force, and in the absence of a force, the objects are either at rest or slowing down. These views have been elicited from many students who have been asked to forecast the course of a moving body acted on by an exterior force. The consequence, as diSessa describes it, is “a collision” between an Aristotelian worldview and a Newtonian reality. Students' explanations of natural phenomena often resemble theories offered by previous generations of scientists and natural philosophers. The fundamental hypothesis of genetic epistemology is that there is a parallelism between progress made in the rational and logical organization of knowledge, and the corresponding psychological processes. Learning is the responsibility of the learner, and the conscious decision to learn meaningfully is one that only students can make.

Concept mapping: A strategy for promoting meaningful learning in medical education

Abstract: Concept mapping is an educational tool that encourages meaningful learning. Fostering meaningful and self-directed learning among medical students is now recognized as a major goal of medical educa...

Teaching referents and the warrants used to test the viability of students' mental models: Is there a link?

Abstract: From a constructivist perspective, learners construct viable knowledge rather than acquire representations of truth. The warrants of authority, coherence, and empirical evidence are identified as means by which the viability of knowledge claims can be established by learners. In this interpretive study, we examined which warrants were invoked by Grade 8 science classroom participants in their daily interactions, and whether these were linked to particular teaching referents. We found that when the teacher embraced a content exposure referent at the expense of constructivism, the warrant of authority dominated interactions. The students' alternative conceptions and mental models were not explored appropriately. Instead, students most frequently were expected to accept the voice of authority uncritically. By such actions students were restrained from meaningful learning.

Using interviews to assess children's understanding of science concepts

Abstract: The article describes how children's understanding of science concepts can be assessed by interviewing. Data from interviews are analysed using categories and criteria that have been chosen to indicate not only the extent of a child's knowledge but also aspects of its 'quality'. Methods of interviewing and analysis are described. The report is part of a continuing study of meaningful learning in science in English and Malaysian schools.

Learning to Teach Modern Languages in the Secondary School: A Companion to School Experience

Abstract: Introduction. Setting the scene Part 1. Context-related 1. Modern languages in the secondary school curriculum 2. On becoming a foreign languages teacher 3. What can we learn from research? 4. Transition from the Primary to the Secondary phase Part 2. Pedagogy-related 5. Pedagogical approaches 6. The role of digital technologies 7. Planning and reflecting on classroom practice 8. Teaching in the target language 9. Teaching receptive skills 10. Teaching productive skills 11. Teaching and learning grammar 12. Developing cultural awareness Part 3. Learner-related 13. Pupil differences and differentiation 14. Creating a meaningful learning environment 15. Assessment for and of learning

An ISD Model for Building Online Communities: Furthering the Dialogue.

Abstract: The purposes of this paper are to: share insights into the development of online collaborative learning experiments; discuss the role of instructional systems design (ISD); and present examples of design components within an ISD-based framework. The model presented explains the people, processes, and products that are involved in creating online learning communities for K-12 students and teachers. The paper first reviews research and theory from both constructivist and ISD literature, arguing that a model that draws on the strengths of both perspectives is preferred. The product of the model presented is a sustained learning community, and an active network of people conducting projects using networked connections and resources. Discussion then moves to the development of learning communities intended to support many simultaneous projects employing the common stages of ISD, which are discussed in detail. These stages are: management (creating the development team); front end analysis (selecting a theme, identifying resources); design (providing communications tools, identifying shared interests and teams); development (developing projects); implementation (participants produce original work, share process information); evaluation (assessing published work and providing feedback, evaluating the system); and dissemination (sharing information on process, outcomes, and useful products). A table shows the stages of development, key activities, and evaluation issues. (Contains 36 references.) (AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** An ISD Model for Building Online Communities: Furthering the Dialogue Jason Ravitz 00 Syracuse University O cr Abstract This model explains the people, processes, and products that are involved in creating online learning communities for K-12 students and teachers. It is hoped that by organizing and making explicit what is done, the level of discussion will be raised and practice will be improved. The purpose is to help those who would engineer the process, analyze it, shape it, and evaluate it in order to provide better educational experiences for learners. This paper reviews research and theory from both constructivist and ISD literature, arguing that a model that draws on the strengths of both perspectives is preferred The product of the model is a sustained learning community, and an active network of people conducting projects using networked connections and resources.This model explains the people, processes, and products that are involved in creating online learning communities for K-12 students and teachers. It is hoped that by organizing and making explicit what is done, the level of discussion will be raised and practice will be improved. The purpose is to help those who would engineer the process, analyze it, shape it, and evaluate it in order to provide better educational experiences for learners. This paper reviews research and theory from both constructivist and ISD literature, arguing that a model that draws on the strengths of both perspectives is preferred The product of the model is a sustained learning community, and an active network of people conducting projects using networked connections and resources. Introduction This paper was originally written in response to a special issue of Educational Technology (Sept-Oct, 1995) entitled "Constructivist Learning Environments" that highlighted the tension between educational researchers conducting constructivist learning experiments and the Instructional Systems Design (ISD) community. Lin et al. (1995) provide an invitation to dialogue, arguing that such an effort is worth undertaking. The author has had the opportunity to work with constructivist educational researchers outside the field of ISD. Some of these researchers see ISD-type programs as being on the "wrong side of a paradigm shift". This paper examines the knowledge that is growing around the use of networks for collaborative learning, and the role that ISD processes can play in advancing this work. It hopes to contribute to the dialogue proposed by Lin et al. (1995) by discussing some of the strengths of the ISD approach. In order to do this, this paper attempts to do the following: 1. Share insights into the development of online collaborative learning experiments 2. Discuss the role of ISD, challenges, and how ISD can be relevant 3. Present examples of design components within an ISD-based framework Wilson, et al. write, "The literature on constructivism is filled with theoretical dialogue but few design models or concrete suggestions for practice". In their article, Lin, et al., argue that "a structure for organization and management could be of great benefit to those attempting to implement the idea of learning communities" (Lin et al., 1995). ISD seems well suited to provide this structure. People trained in ISD have unique talents to bring to bear on the development of collaborative experiments. According to Lin, et. al., "A strength of the instructional design community is its ability to articulate, manage, and systematize the process involved in designing effective learning environments" (p. 59). Educational Context: A new paradigm? There is a growing body of literature that discusses using computer networks as an interactive communication-rich environment to foster collaboration and shared construction of knowledge (Fishman and Pea, 1994; Gordin, et al., 1994; Gomez, et al., 1994; Hunter, 1993; Koschmann, et al., 1993; Ravitz, 1995; Riel, 1989; Romiszowski and Ravitz, 1997). To the extent that these networks are used to form partnerships for social and educational experiences beyond the classroom, one sees the development of a "unique model of network learning" (Riel, 1994). For developers, the Internet has helped to bring about a shift from an "instructional" model to an information-age "conversational" model of learning (Chang and Romiszowski, 1994; Reigeluth, 1994; Romiszowski and Ravitz, 1997). Jonassen (1995) notes that while new technologies can make individualized learning more powerful, they can also be used by constructivists "to support conversation among communities of practitioners and learners". . For leaders of this movement, it is necessary to reconceptualize "the computer as a knowledge presentation device to one that supports a pedagogical focus on communications in support of collaborative learning" U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ' EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS CENTER (ERIC) V This document has been reproduced as MATERIAL HAS BEEN GRANTED BY received from the person or organization Q originating it. M. Simonsen 02 Minor changes have been made to 297 improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC)." document do not necessarily represent official OERI oosition or oolicv. BEST COPY AVAILABLE (Koschmann et al., 1993). Fishman and Pea (1994) write that "the network's true power comes from the synergy of many dispersed minds working together to solve problems and discuss issues." This context for this model involves the creation of environments that support collaboration and cooperative (Heinich, Molenda et al., 1996, p. 322) learning experiences. Learning is seen as taking place through the social construction of knowledge with authentic activities providing greater motivation and meaning to students (Collins, 1994; Riel, 1994; Riel and Levin, 1990). Furthermore, a more active role for teachers and students is being sought through the "participatory-design" of instruction (Silva and Breuleux, 1994). Instead of being overly prescriptive, teachers and students "help define or select content and design their own learning experiences" (Wilson, et al, 1995). In sum, the purpose of this model is not to deliver instruction, but to foster meaningful learning

Incorporating Problem Solving into Secondary School Curricula

Abstract: Publisher Summary This chapter explains the incorporation of problem solving into secondary school curriculums. It makes some basic distinctions concerning retention versus transfer, rote versus meaningful learning, creative versus routine problem solving, and representation versus solution processes. Learning outcomes can be evaluated using two types of tests. Retention tests measure the degree to which a student remembers the material that was presented, and transfer tests measure the degree to which a student can apply what was presented to a new situation. Both rote and meaningful learning have a place in education. Problem solving involves strengthening and weakening associations between problem situations and solution responses. According to the view of thinking as knowledge construction, humans are sense makers who try to find meaning in what is presented to them. The four recommendations based on a commonsense approach to problem solving are general skill, basic skill, academic subject, and low-level basic skills. Four recommendations based on cognitive constructivist research are what to teach, how to teach, where to teach, and when to teach. The constructivist vision of learning and cognition has stimulated exciting possibilities for promoting student problem solving.

The Use of Journals in Science Teaching and Learning for Prospective Teachers: An Active Tool of Students' Reflections.

Abstract: Most science instructors in classes for prospective teachers emphasize the learning of basic facts and definitions in science from textbooks and lectures. Relatively little emphasis is placed on understanding science knowledge and how to use it in daily life. Most students in these classes tend to learn science, probably without understanding, through memorizing facts, equations, and definitions because the instructors and students belong to different discursive communities separated by a wide gap. The problem this presents is that of how to overcome the language barrier that prevents members of the student's community from crossing the border into the instructor's world of science. In the present study, the use of journals as a nonthreatening mode of discourse encouraged all students to interact actively with their instructor. The use of journals stimulated active learning through facilitating interaction between students and their instructor in a manner that is not traditionally present. The students' meaningful learning of science was enhanced by expressing ideas, asking and answering questions, and presenting the troubles they had to their instructor. Contains 17 references. (Author) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL 00 1-1 H BE R NTED BY

Towards meaningful learning : a theory for improved assessment in higher education

Abstract: This thesis aims to explore how student learning in higher education may be improved. It builds upon research which links perception of assessment tasks to approaches to learning. The thesis therefore investigates how messages about assessment are conveyed by staff and how students' interpret them. In doing so, it embraces a humanistic approach to learning that stresses the interrelation of context, individual orientation and approach to learning. The thesis documents the findings of qualitative interviews conducted with staff and students at one UK university. As such, it is a study of perceptions about teaching, learning and assessment in the ethnographic tradition. Data analysis is concerned with representing the values and conceptions of learning held by individuals, therefore by unveiling the social world the thesis identifies with interpretive and naturalistic approaches to education research. Demands made of assessment by staff, student and government result in a tension between the facilitation of learning and the maintenance of standards. It is argued that this tension results in the use of two separate and discreet discourse; of assessment and learning. Therefore, a case is made for the conceptualisation of a discourse of development conditioned by improved communication about assessment and learning. Based on empirical research the thesis calls for a deconstruction of existing assessment paradigms in favour of a negotiated learning. This would enable students to acquire skills in critical judgement and decision-making necessary for contribution to a learning society. It is this theoretical rationale for self assessment which distinguishes it from other research and represents an original contribution to the field of education research.

Perspectives on Inclusion by Design: Science Curriculum Reform and Special Education

Abstract: The call for reform in science education occurs within the context of a curriculum revolution in American education designed to bring schooling in line with society's most pressing needs (Pugach & Warger, 1996). Curriculum is being sought that ensures congruence between what is taught and what needs to be taught, to ensure that stude nts are productive citizens at the end of formal schooling. Reform in science curriculum is illustrative of this transformation that is occurring in schools throughout the United States. How teachers construct and interpret curricula at the classroom level is determined by years of experience as students and as teachers. The lenses through which teaching experiences are viewed have been shaped by educators' recollections from childhood, as well as a certain amount of nostalgia for the past. The underpinning of these recollections of experience include assumptions and beliefs about how students learn and about how schooling practices "should be" in order to facilitate student learning. Assumptions must be examined in order to facilitate change in how curricula is developed an d enacted, as well as to create opportunities for meaningful learning by all students. The purpose of this paper is to describe a novel approach to the preparation of science and special education teachers in the construction of curricula for science classrooms that include Grade 4-8 students with disabilities. Our basic mission is to include students with disabilities by design and collaboration, rather than by modification of existing curricula or lessons. Specific objectives include: (a) describing the activities of the project, (b) describing current research trajectories with respect to the effectiveness of the project, and (c) discussing implications of the research trajectories for science and special educators as they relate the dual processes of science curriculum reform and inclusive special education service delivery. PERSPECTIVES AND RATIONALE As the body of knowledge about child development, psychology and human learning expands, the expectations for educators to respond t o this knowledge with new and different teaching practices are increased. Tenner (1996) defines a "revenge effect," as classroom teachers - armed with increased awareness of the individual needs of their students - try to cope with the increased demand this knowledge implies. This expanded knowledge base and the increased expectations for teachers come at the same time as the widespread adoption of educational policies that place increasingly greater numbers of students with significant learning disabilities in general education settings for a large portion of the school day (Turnbull, Turnbull, Shank & Leal, 1995). The task of responding to this understanding places special demands on general education teachers as well as on special education teachers. Often classroom teachers who assume the major responsibility f or teaching children with disabilities along with the other students in their classrooms, report that they receive no special training related to undertaking the task of teaching a diverse set of students (Scruggs & Mastropieri, 1996). In an attempt to address t he learning needs of individual children, students with disabilities are put in general education classrooms that have a team of general and special education co-teachers (See Paul, Roselli & Evans, 1995). Such partnerships often involve additional challenges related to "turf" and classroom ownership (Pugach & Johnson, 1995). In other cases, general educators have the entire responsibility fo r addressing the demands of teaching content and facilitating the learning of diverse groups of children. One apparent difficulty that West Virginia special educators have experienced while responding to the need for more inclusive practices, is a lack of role definition. The changes in role and responsibility are often accompanied by considerable anxiety for special educators who describe a lack of "ownership" for their students and a feeling that they are taking on an inferior role in classroom s where they are asked to assist rather than co-teach. …

A Field‐guided Exercise for the Study of Heterogeneous Classroom Conversation in Teacher Education

Abstract: Classroom conversations have emerged as an important aspect of educational research. Through them, teachers pursue their personal instructional goals. Classroom discourse may also promote the unification of the cognitive and social development of students. This paper reports an analysis of classroom discourse in an Israeli junior‐high school during a single academic year. Students statements were analysed according to set criteria, and teachers’ statements are also briefly considered. The use of such field‐based analysis may assist beginning teachers to make sense of the notion of meaningful learning.

Hypertext, navigation, and learning : a psychological perspective

Abstract: Hypertext has the potential to revolutionise the way we organise and read texts. Indeed, hypertext’s non-linearity and enhanced learner control are regarded by many as being an enormous advantage over the traditional printed medium. However, there is evidence to suggest that users are unable to explore hypertext without experiencing navigational problems (Kim and Hirtle 1995).The research presented in this thesis examined some of the problems associated with navigation and learning in hypertext. As regards navigation, it was found that disorientation is a problem for hypertext users and that text structure affects navigation performance. Non-linear texts are a greater problem for users than hierarchical and mixed texts (hierarchical with a small number of cross referential links). It appears therefore, that although non-linear networks capture the real essence of hypertext, users are unable to manage the freedom they are given Disorientation also seems to be particularly marked for users who are unfamiliar with the subject matter of the text. However, the results show that the provision of localised spatial maps can minimise disorientation. As regards learning, the results showed that although non-linear texts create navigational problems and disrupt learning at acquisition, they can lead to good long-term retention. Indeed, the results suggest a dissociation between navigation and learning. That is, efficient navigation is not always a prerequisite of meaningful learning. Unfortunately, the results showed that subjects prefer linear text and believe that hypertext requires greater mental effort to understand largely because of the navigational problems it creates. One solution to this problem may be to provide some form of guidance such as a map. However, the structural information depicted in spatial maps does not appear to support learning. By contrast, a conceptual map can reduce (but not eradicate) disorientation and enhance learning at both acquisition and retention.