Showing papers on "Meaningful learning published in 1998"

Learning with Technology: A Constructivist Perspective

Abstract: This book addresses how to use very specific types of technology and focuses on how technology can be used as a thinking tool to foster meaningful learning. The book approaches learning from a constructivist view and relates it to using technology to engage meaningful learning.Within each chapter, the book provides different activities and implementation strategies in the "Technique" sections and follow-up questions in the "Things to Think About" sections. Very current uses of technology such as video theater, cybermentoring, creating homepages, and hypermedia are discussed throughout the book.

Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations

Abstract: For more than half a century, my students and I have sought to understand why some learners acquire a deep, meaningful understanding of materials studied, whereas others have only a superficial grasp of the information presented. Often the latter kind of student had high school grades and high standardized test scores. What appeared to underlie the differences in these two groups of students was the differences in the way they approached learning of subject matter. Unfortunately, as a graduate student at the University of Minnesota in the 1950’s, the only learning psychology taught was behavioral psychology, and this largely sought to remove meaning from learning experiments, either by using animals, nonsense syllables, paired-word associations, or other material that would not “contaminate” experiments due to the almost idiosyncratic nature of leaner’s meanings of concepts or ideas. I thought then that behavioral psychology had essentially no relevance to human learning of the kind I was interested in. Fortunately for our research group, Ausubel’s assimilation theory of meaningful learning was published in 1963, and this provided a solid theoretical foundation for the work we were interested in doing.

Teaching science for understanding : a human constructivist view

Abstract: Theoretical and Empirical Foundations of Human Constructivism J.D. Novak, The Pursuit of a Dream: Education Can Be Improved. J.J. Mintzes and J.H. Wandersee, Reform and Innovation in Science Teaching: A Human Constructivist View. J.J. Mintzes and J.H. Wandersee, Research in Science Teaching and Learning: A Human Constructivist View. Theory-Driven Intervention Strategies J.E. Trowbridge and J.H. Wandersee, Theory-Driven Graphic Organizers. R.F. Gunstone and I.J. Mitchell, Metacognition and Conceptual Change. J. Nussbaum, History and Philosophy of Science and the Preparation for Constructivist Teaching: The Case of Particle Theory. Z.R. Dagher, The Case for Analogies in Teaching Science for Understanding. R. Good and C. Berger, The Computer as a Powerful Tool for Understanding Science. M.W. Spitulnik, C. Zembal-Saul, and J.S. Krajcik, Using Hypermedia to Represent Emerging Student Understanding: Science Learners and Preservice Teachers. M.G. Jones and G. Carter, Small Groups and Shared Constructions. J.H. Wandersee and L.M. Roach, Interactive Historical Vignettes. E. Abrams, Talking and Doing Science: Important Elements in a Teaching-for-Understanding Approach. Epilogue: J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Epilogue: Meaningful Learning, Knowledge Restructuring, and Conceptual Change: On Ways of Teaching Science for Understanding.

Designing communities of learners for asynchronous distance education

Abstract: Asynchronous distance education can replicate traditional face-to-face training or education; but, why should it do so? Asynchronous distance education provides an opportunity to create meaningful learning which is not feasible in a traditional classroom, provided that communities of learners that encourage knowledge building and social reinforcement are specifically created. This article describes the need for learning communities within the context of asynchronous distance education. Asynchronous learning communities are specifically relevant for training environments, given the need for instant and constant training with employees who are located in an ever-expanding national and international workplace. Specifically, three types of communities are described: academic, intellectual and interpersonal.

Game Design as an Interactive Learning Environment for Fostering Students' and Teachers' Mathematical Inquiry.

Abstract: Many learning environments, computer-based or not, have been developed for either students or teachers alone to engage them in mathematical inquiry. While some headway has been made in both directions, few efforts have concentrated on creating learning environments that bring both teachers and students together in their teaching and learning. In the following paper, we propose game design as such a learning environment for students and teachers to build on and challenge their existing understandings of mathematics, engage in relevant and meaningful learning contexts, and develop connections among their mathematical ideas and their real world contexts. To examine the potential of this approach, we conducted and analyzed two studies: Study I focused on a team of four elementary school students designing games to teach fractions to younger students, Study II focused on teams of pre-service teachers engaged in the same task. We analyzed the various games designed by the different teams to understand how teachers and students conceptualize the task of creating virtual game learning environment for others, in which ways they integrate their understanding of fractions and develop notions about students' thinking in fractions, and how conceptual design tools can provide a common platform to develop meaningful fraction contexts. In our analysis, we found that most teachers and students, when left to their own devices, create instructional games to teach fractions that incorporate little of their knowledge. We found that when we provided teachers and students with conceptual design tools such as game screens and design directives that facilitated an integration of content and game context, the games as well as teachers' and students' thinking increased in their sophistication. In the discussion, we elaborate on how the design activities helped to integrate rarely used informal knowledge of students and teachers, how the conceptual design tools improved the instructional design process, and how students and teachers benefit in their mathematical inquiry from each others' perspectives. In the outlook, we discuss features for computational design learning environments.

Integrated, Constructivist Education: Challenge and Reality

Abstract: Although the desire for an education that emphasizes depth of understanding and meaningful learning has a long and distinguished history, constructivist reforms have not led to a comprehensive and coherent reform of educational practice in our schools. In fact, two previous “great reforms” based on constructivist principles have failed during this century. In this special issue ofEducational Psychology Review, authors focus on specific challenges faced in the current constructivist reform, including the need for viable intradisciplinary, interdisciplinary, and cross-disciplinary integration. Exemplars of the reality of progress made in integrated, constructivist approaches in the classroom follow. Diversity in our schools and classrooms and the challenge of high standards for all students contribute to the need for an integrated, constructivist approach that does not fail our students.

Secondary School Teaching: A Guide to Methods and Resources

Abstract: Contents (Each chapter ends with the following features -- Summary, Questions for Class Discussion, Websites Related to the Content of This Chapter, For Further Reading) CHAPTER 1 Secondary School Teaching Today: Recognizing and understanding the Challenge Understanding the Challenge The Classroom in a Nation of Diversity and Shifting Demographics: Understanding Your Challenge Orientation: No Single Shoe Fits All Exercise 1.1: What Message is Being Conveyed? Middle Level Schools High Schools The Fundamental Characteristic of Quality Education Exercise 1.2: Conversation with a Classroom Teacher The Community Served by the School The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues Meeting the Challenge: Recognizing and Providing For Student Differences Reviewing the Developmental Characteristics of Children of Particular Age Groups Exercise 1.3: Obtaining Personal Insight Regarding the Age or Grade Level I Might Prefer to Teach CHAPTER 2 Teacher Professional Responsibilities The Teacher as a Reflective Decision Maker Reflection, Locus of Control, Sense of Self Efficacy, and Teacher Responsibility Exercise 2.1: The Teacher as Reflective Decision Maker Exercise 2.2: Reflective Decision Making: The Preactive Phase of Instruction Selected Legal Guidelines Teaching Style Exercise 2.3: Using Observation of Classroom Interaction to Analyze One Teacher's Style Exercise 2.4: Using a Questionnaire to Develop a Profile and a Statement About My Own Tchg Style Commitment and Professionalism Exercise 2.5: Reviewing the Professional Responsibilities of a First-Year Teacher Identifying and building Your Instrucational Competencies Teacher Behaviors Necessary to Facilitate Student Learning Tools for Instruction CHAPTER 3 Thinking and Questioning: Skills for Meaningful Learning Teaching Thinking for Intelligent Behavior Purposes for using Questioning Types of Cognitive Questions: A Glossary Socratic Questioning Levels of Cognitive Questions and Student Thinking Exercise 3.1: Identifying the Cognitive Levels of Questions- A Self Check Exercise Guidelines for using Questioning Exercise 3.2: Think Time and the Art of Questioning: An In-Class Exercise Questions from Students: The Question-Driven Curriculum Exercise 3.3: Examining Course Materials for Level of Questioning Exercise 3.4: Observing the Cognitive Levels of Classroom Verbal Interaction Exercise 3.5: Practice in Raising Questions to Higher Levels Exercise 3.6: Creating Cognitive Questions Exercise 3.7: A Cooperative Learning and Micro Peer Teaching Exercise in the use of Questioning-- Micro Peer Teaching I CHAPTER 4 The Classroom Learning Environment: The Importance of Perceptions Classroom Control- Its Meaning - Past and Present Developing Your own Approach to Classroom Management Providing a Supportive Learning Environment Preparation Provides Confidence and Success Exercise 4.1: Observing a Classroom for Frequency of External Interruptions Exercise 4.2: Teachers' Classroom Management Systems Exercise 4.3: Beginning the Development of My Classroom Management System Using Positive Rewards as Motivators Managing Class Sessions Exercise 4.4: Observation and Analysis of How Experienced Teachers Open Class Sessions Inappropriate Student Behavior Teacher Response to Student Misbehavior Teacher-Caused Student Misbehavior Exercise 4.5: Avoiding Sending Opposing Messages Exercise 4.6: Indentifying Teacher Behaviors That Cause Student Misbehavior- A Self-Check Situational Case Studies for Additional Review CHAPTER 5 The Curriculum: Selecting and Setting Learning Expectations Program Organization: Providing Successful Transitions Curriculum and Instruction: Clarification of Terms Planning for Instruction: Three Levels Curriculum Standards Exercise 5.1: Examining National Curriculum Standards Exercise 5.2: Examining State Curriculum Standards Exercise 5.3: Examining State Curriculum Frameworks Exercise 5.4: Examining Local Curriculum Documents Student Textbooks Exercise 5.5: Examining Student Textbooks and Teacher's Editions Beginning to Think About the Sequencing of Content Exercise 5.6: Preparing a Full Semester Course Outline Preparing For and Dealing with Controversy Exercise 5.7A: Dealing with Controversial Content and Issues Exercise 5.7B: Censorship: Books That are Sometimes Challenged Aims, Goals, and Objectives: The Anticipated Learning Outcomes Learning Outcomes Preparing Instructional Objectives Exercise 5.8: Recognizing Verbs That Are Acceptable For Overt Objectives- A Self-Check Exercise 5.9: Recognizing the Parts of Criterion-Referenced Instructional Ojectives - A Self-check Exercise 5.10: Recognizing Objectives That Are Measurable- A Self Check Exercise 5.11: Recognition of Cognitive, Affective, and Psychomotor Objectives- A Self-Check Exercise 5.12:Preparing My Own Instructional Objectives Learning That Is Not Immediately Observable Integrated Curriculum Planning for Instruction: A Seven-Step Process The Syllabus CHAPTER 6 Planning the Instruction The Instructional Unit Theoretical Considerations for the Selection of Instructional Strategies Selecting Learning Activities That Are Developmentally Appropriate Styles of Learning and Implications for Teaching The Learning Experiences Ladder Planning and Developing an Interdisciplinary Thematic Unit Preparing Lesson Plans Constructing A Lesson Plan: Format, Elements, and Samples Setting the Learning Objectives Exercise 6.1: Analysis of a Lesson That Failed Exercise 6.2A: Preparing a Lesson Plan Exercise 6.2B: Self and Peer Assessment of My Lesson Plan Exercise 6.3: Preparing an Instructional Unit: Bringing It All Together CHAPTER 7 Assessing and Reporting Student Achievement Purposes and Principles of Assessment The Language of Assessment Assessing Student Learning: Three Avenues Student Involvement in Assessment Maintaining Records of Student Achievement Grading and Marking Student Achievement Testing For Achievement Preparing Assessment Items Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types Exercise 7.1: Preparing Assessment Items Reporting Student Achievement Teacher Parental/Guardian Connections CHAPTER 8 The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry and Games Teacher Talk: Formal and Informal Exercise 8.1: The Lecture-Summary Review and Practice Demonstration Inquiry Teaching and Discovery Learning Integrating Strategies for Integrated Learning Exercise 8.2: A Study of Inquiry and Strategy Integration Educational Games Exercise 8.3: Developing A Lesson Using Level II Inquiry, Thinking Skill A Development, Demonstration, or an Interactive Lecture- Micro Peer Teaching II CHAPTER 9 Organizing and Guiding Student Learning: Alone and In Groups Mastery Learning and Personalized Instruction Working With and Individualizing the Learning Experiences for Specific Learners Learning Alone Learning in Pairs Learning in Small Groups Cooperative Learning Learning in Large Groups Exercise 9.1A: Whole-Class Discussion As a Teaching Strategy: What Do I Already Know? Exercise 9.1B: Whole-Class Discussion As a Teaching Strategy: Building Upon What I Already Know Equity in The Classroom Exerciese 9.2: Teacher Interaction With Students According to Student Gender Learning From Assignments and Homework Project-Centered Learning: Guiding Learning From Independent and Group Investigations, Papers, and Oral Reports Writing Across the Curriculum A Collection of More Than 125 Annotated Motivational Teaching Strategies with Ideas for Lessons, Iinterdisciplinary Teaching, Transcultural Studies, and Student Projects CHAPTER 10 Professional Development: A Continuing Process Professional Development Through Student Teaching or Internship Finding a Teaching Position Professional Development Through Reflection and Self-Assessment Professional Development Through Mentoring Professioanl Development Through Inservice and Graduate Study Professional Development Through Participation in Professional Organizations Professional Development Through Communications with Teachers Professional Development Through Off-Teaching Work Experience Professional Development Through Micro Peer Teaching Exercise 10.1: Pulling It All Together: Micro Peer Teaching III GLOSSARY REFERENCES INDEX

Constructivism in Museums: How Museums Create Meaningful Learning Environments

Abstract: The role of museums has changed from merely exhibiting objects to interpreting them and finally to encouraging visitor interpretation. Museums give visitors firsthand experiences with objects that can involve looking, handling, interacting, or actually experimenting. Constructivist theory holds that prior knowledge is of primary importance. Learners come to us with a wealth of knowledge already organized. Many people repeatedly reject new information because they cannot find a way to mesh it comfortably with their pre-existing knowledge. One tool that has developed out of constructivist theory and that may also help explain it is concept mapping. Concept maps are arranged hierarchically, with the most important or superordinate concept at the top of the map. Semantic networks do not require that representations be words; they may also be such things as images, text, and sound. Museums may be the perfect environments in which to use constructivist theory and observe meaningful learning.

A theoretical foundation for discovery learning.

Abstract: The processes of discovery learning are well grounded in current theories of learning. This article describes how cognitive learning theory supports the components of the discovery learning model. Three main characteristics of discovery learning that relate it to cognitive theory are 1) an emphasis on active learning, 2) the development of meaningful learning, and 3) the capacity to change attitudes and values toward the subject and the self as problem solver.

Anonymity versus commitment: The dangers ofeducation on the internet

Abstract: I shall translate Kierkegaard‘s account of the dangers and opportunities of what he called the Press into a critique of the Internet so as to raise the question: what contribution -- for good or ill -- can the World Wide Web, with its ability to deliver vast amounts of information to users all over the world, make to educators trying to pass on knowledge and to develop skills and wisdom in their students? I will then use Kierkegaard‘s three-stage answer to the problem of lack of involvement posed by the Press -- his claim that to have a meaningful life the learner must pass through the aesthetic, the ethical and the religious spheres of existence -- to suggest that only the first two stages -- the aesthetic and the ethical -- can be implemented with Information Technology, while the final stage, which alone makes meaningful learning possible, is undermined rather than supported by the tendencies of the desituated and anonymous Net.

Concept mapping. Navigating the learning process

Abstract: Critical thinking, meaningful learning, and concept synthesis are key phrases pervading nursing literature as educators strive to promote optimal learning and improve clinical instruction and problem solving across levels of nursing education. Concept mapping offers a state-of-the-art metacognitive approach to achievement of these important goals. The author explores concept mapping from the perspective of cognitive theory, analyzes its strengths and drawbacks, presents examples of various concept maps and graphic organizers, and suggests pragmatic applications to nursing clinical, classroom, curriculum, and research situations.

The students' attitude and cognition change to a physics laboratory

Abstract: An experiment with undergraduates in a physics laboratory has shown that thorough preparation before a lab session improves students' performance in the lab and that follow-up work can lead to meaningful learning.

Concept Mapping to Facilitate Veterinary Students' Understanding of Fluid and Electrolyte Disorders

Abstract: Background: Metacognitive tools such as concept maps have been effective in facilitating meaningful learning and elaborated understanding. Purpose: Our purpose was to facilitate students' understanding of a difficult topic--fluid and electrolyte disorders--through the use of concept maps. Method: Concept maps were integral to the design and delivery of a course on fluid and electrolyte disorders, situated in an interdisciplinary veterinary curriculum. Results: The majority of students claimed that concept maps greatly facilitated their understanding of the relevant pathophysiologic mechanisms contributing to an acid-base disturbance or fluid disorder. Responses from the faculty involved with the course were positive; some evidence for enhanced long-term retention is presented. Conclusions: We argue for the need to help students integrate their learning and for the value of concept maps in helping to make conceptual relations explicit, in identifying errors and omissions, and in revealing misconceptions in...

Preparing Students for the New Work Order: the case of Advanced General National Vocational Qualifications

Abstract: Drawing upon data from a recent empirical study, this article examines the extent to which Advanced General National Vocational Qualification (GNVQ) programmes fulfil the implied, and often contradictory requirements of the new post-capitalist labour market. Arguing that the rhetoric of empowerment is employed in discourses surrounding both GNVQs and modern labour market needs, it suggests that this notion can be misleading and can mask practices which are in reality disempowering, encouraging conformity and self-surveillance. In particular the atomisation of content encouraged by the GNVQ framework and specifications, coupled with the heavy workload and changing requirements, make it difficult for both students and teachers to plan coherently or to develop holistic understanding. Despite this, however, the article concludes that the programme is popular with both teachers and students and has the potential to provide a vehicle for meaningful learning and personal development.

Project-based Learning: Moving Students through the GED with Meaningful Learning.

Abstract: Participatory classroom instruction, including project-based learning, is a teaching approach that can motivate students to learn, build the academic competencies needed to pass the General Educational Development (GED) Test, and instill the strong self-concept and interpersonal skills needed to succeed Project-based learning actively engages students in their learning experience Instead of creating and directing exercises for passive students, instructors become coaches, facilitators, and sounding boards for student ideas By working together to develop, critique, implement, and assess projects having relevance to their lives, students become problem solvers and develop the thought processes needed to assess and evaluate information on the GED test One instructor of an open-entry GED class for welfare recipients managed to motivate her students to master the skills required to pass the GED through two learning projects: (1) students produced a handbook to help returning students on public assistance feel more comfortable returning to school; and (2) adult students spoke to middle school students about how dropping out of schools had affected their lives Both projects illustrated how project-based learning provides students with durable learning skills and a broader understanding of their place in the world (MN) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document ******************************************************************************** U DEPARTMENT OF EDUCATION Offi of Educational Research and improvement ED AT1ONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OER1 position or policy Anson M Green 8016 Dry Canyon Trail San Antonio, TX 78233 210-655-1553 Ansongreen@aolcom PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE ED IONAL RESOURCES INFORMATION CENTER (ERIC) Project-based Learning: Moving Students Through the GED With Meaningful Learning For those of us who teach the GED classes in our programs we know that students come into class with a variety of needs When asked why they have come back to school, invariably, the answer is, "To get my GED" Students come to class with a very specific goal However, we as teachers realize there are a variety of less defined needs our students must obtain in order to transition successfully into work or higher education; obtaining their GED is not enough Having strong selfesteem, the ability to work within a team and the motivation to take on new challenges are just some of the areas adults need to excel in the twentyfirst century How can we provide these diverse, and difficult to teach areas to our students while at the same time help them achieve their immediate goal of passing the GED? More familiar to the ESL classroom', participatory classroom instruction, including project-based learning, is a teaching approach that GED classrooms can use to build the academic competencies needed to pass the GED andinstill the strong self-concept and interpersonal skills needed to succeed into the twenty-first century From a teacher's perspective, this article will address the "who, what, how and why " of 1 See chapter two of Heide Spruch Wrigley and Gloria Guth's Bringing Literacy To Life: Issues and Options in Adult ESL Literacy (San Diego: Dominie Press Inc, 1992) for a thorough account of a variety of classroom approaches which emphasize student participation and meaningful learning Elsa Roberts Auerbach's Making Meaning Making Change (McHenry: Center for Applied Linguistics and Delta Systems Inc, 1992) is also indispensable on these points

Students' Representations of Fractions in a Regular Elementary School Mathematics Classroom

Abstract: The study reported in this paper investigates students' representations of fractions in a regular elementary school mathematics classroom where students' construction of mathematical knowledge is emphasized in the process of teaching and learning mathematics based on a constructive approach. This paper focuses on an analysis of students' representations of fractions as they work on the fraction comparison tasks and justify their solutions in a collective classroom activity. The importance of setting a problematic situation and encouraging students to make various representations for their meaningful learning mathematics is exemplified. Some implications for teacher's activity and school mathematics curriculum are also suggested. THEORETICAL BACKGROUND OF THE STUDY The study reported in this paper makes a part of our research project on establishing a theory for planning and practicing mathematics class that enables students to actively construct mathematical knowledge. Nakahara (1993) has proposed a socalled "constructive approach" and established the lesson process model in the constructive approach that consists of such five steps of teaching and learning activities as being conscious, being operational, being mediate, being reflective, and making agreement. From a different perspective, Koyama (1996) has analyzed an elementary school mathematics class in Japan and showed that the process of teaching and learning mathematics in the classroom actually developed in the line with the horizontal axis, i.e. three learning stages of the intuitive, reflective, and analytical that are set up in the "two-axes process model" of understanding mathematics

TEAM-ing Together through Field Experiences: Implications for Teacher Educators.

Abstract: Given the growing demands and intricacies of today's schools, teacher preparation programs must foster meaningful learning experiences conducive to meeting those complex conditions. Since teachers do not face compliant social conditions within schools, they must have optimal learning opportunities during preservice education. Teacher professional development must undertake the task of preparing them for democratic classrooms. This paper describes such philosophy as related to Fort Hays State University's TEAM 2000 program in one Kansas elementary school. Team 2000 offers early experiential training that gives preservice teachers first-hand experience in the dynamics of the classroom and teaches the demands of democratic teaching and learning. This paper highlights the benefits of early field experience programs as revealed by participants in the teacher education program. Students completed a survey after their first-year field experience. Their responses illustrated the many benefits to participating in the field experience program and described how the program helped shape their positive attitudes and guide their motivation. Keys to successful field experiences included enhanced communication, concrete experiences, triangulated assessment, positive environments, flexible placement, and solid partnerships among institutions. An appendix presents the field/seminar experience survey that students completed after their first-year field experience. (Contains 12 references.) (Author/SM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** TEAM-ing Together Through Field Experiences: Implications for Teacher Educators by Mahmoud F. Suleiman, Ph.D. Teacher Education Department College of Education Fort Hays State University Hays, KS 67601 Work Tel.: (785) 628-5852 Home Tel.: (785) 628-2665 Fax: (785) 628-4077 e-mail: cusm@fhsu.edu U.S. DEPARTMENT OF EDUCATION Office at Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Portions of this Paper Were Presented at the Association of Teacher Educators Annual Workshop © 1998

Effect of GSS on meaningful learning

Abstract: Investigates the contribution of group support systems (GSSs) to collaborative learning environments. We propose a model explaining the effect of GSSs on the acquisition of problem-solving knowledge. We also discuss the results of an empirical study designed to test the predictions of the proposed model. In the empirical study, a GSS-supported environment is compared to a traditional face-to-face collaborative environment in terms of the user understanding of a problem-solving task. The level of understanding is assessed by the Structure of the Observed Learning Outcome (SOLO) taxonomy. The results of the empirical study indicate that GSS-supported collaborative learning leads to significantly higher level of understanding than collaborative learning not supported by GSSs.

The Globalization and the Engineering Teaching for the XXI Century.

Abstract: Nowadays, it is well known that Latin American R&D investment represents only the one percent of the world assets. We also know about the fiscal restrictions that limit Latin American public investment. At the same time, our companies face rigorous international competition. In the mentioned frame, Latin American universities constitute the obligated means to help society to overcome this situation, by mean of increasing both student creativity and the innovation criteria. In order to achieve that goal, universities must look for research excellence, guided mainly by society’s demands. These goals can only be achieved if engineering teachers take the commitment to participate in the ongoing process of change, in order to encourage the necessary changes in the students’ formation. To do so, instead of dominance of content selection, the students' needs and interests regarding the knowledge generation must be taken into consideration. We understand globalization as a promissory way to promote meaningful learning. From this point of view, we propose a new way to face Engineering Science Teaching.

Student Perspectives of Small-Group Learning Activities

Abstract: The purpose of this study was to understand what small-group learning activities meant to the students in an undergraduate thermodynamics course. Small-group learning activities (also known as cooperative- or collaborative-learning activities) were used throughout the course with one class session per week being entirely devoted to such activities. An analysis of field notes and a questionnaire completed by the students yielded three findings from the perspective of the students. First, these small-group learning activities created a learning community characterized by intellectual challenge, support, and encouragement producing a warmer classroom climate. Second, the interaction between students facilitated the development of interpersonal skills and communication skills which led to more meaningful learning. Third, these activities gave students the opportunity to focus on the material in order to draw connections between concepts. These findings allowed us to add breadth and depth to our understanding of positive small-group learning outcomes such as learning, achievement, and persistence and affirmed the importance of preparing students to work in groups.

Storytelling, Relevance and the Bilingual Child.

Abstract: Stories are used considerably in early years education to develop various aspects of both language and conceptual learning. What follows is an analysis of how one storytelling experience in a Y1 classroom for pupils aged 5–6 provided a whole range of opportunities for developing relevant and meaningful learning, particularly for bilingual learners. The power of the story-telling experience lies in the fact that the story itself becomes the focus, rather than its use as a tool to develop reading skills or new concepts.

Motivation and Meaningful Science Learning in Informal Settings

Abstract: The purpose of this study was to investigate science learning in an informal setting in order to further develop the theory of science centre education as a form of informal education. The main focus of the study was to find more explicit evidence for earlier findings concerning intrinsic and instrumental motivation of school students visiting science centres. The subjects of this study visited a science centre exhibition once a month during a school year following a plan complementing the science curriculum of the school and exhibitions of Heureka Science Centre, Finland. The students' motivation was assessed by the motivation (intrinsic/instrumental) test and two cognitive tests (Raven applied, Mecano). The tests were administrated before (pre) and at the completion (post) of the visit program. Students in the program were organised into three treatment groups of junior high school (1) ordinary students, (2) learning difficulties students, (3) gifted students, and a control group. The results of the standard tests were compared with the ordinary, learning difficulties and gifted students groups and a control group. Results indicate that the intrinsic motivation of learning difficulties and gifted groups grew during the project. The instrumental motivation of all the croups visiting the science centre grew, while the instrumental motivation of the control group decreased. Using programs, such as the linking of schools and science centres together in meaningful learning initiatives, teenager' decreasing motivation for learning can be minimised. No statistically significant gender differences were found. However, the quasi experimental design allowed many background variables of school and home to be uncontrolled. Findings suggest that the students' situation motivation can be ennobled into intrinsic motivation through well organised programs linking schools to the informal learning settings of science centres.

Learning with Internet Tools

Abstract: As the title suggests, Learning With Internet Tools: A Primer, is an introductory Internet text for teachers of middle school through adult learners. The softcover book is short, 60 pages in length with the look and feel of a primer. In the introduction, we are told that this primer is a condensed version of Marie Grabe's text, Integrating Technology for Meaningful Learning (1998), and it seeks to "help you understand what the Internet is, introduce the categories of software necessary to use the Internet, and identify the major types of information resources and services