Showing papers on "Meaningful learning published in 2001"

In Search of an East Asian Identity in Mathematics Education

Abstract: East Asian students have consistently outperformed their counterparts in Western countries in recent international studies of mathematics achievement. However, these countries do not seem to have an established theory of mathematics education, and their teaching has been criticized as traditional and old fashioned. In search of an East Asian identity in mathematics education, this paper discusses the features of the East Asian mathematics education and their underlying values in contrast to features and values in the West. These are presented in terms of six dichotomies,namely, product versus process; rote learning versus meaningful learning;studying hard versus pleasurable learning;extrinsic versus intrinsic motivations;whole class teaching versus individualized learning; and competence of teachers:subject matter versus pedagogy. It is argued that these features are based on deep-rooted cultural values and paradigms. A characterization of these features and an analysis of the underlying values are essential in this search for an East Asian identity in mathematics education.

The new update on adult learning theory

Abstract: EDITOR'S NOTES (Sharan B. Merriam). 1. Andragogy and Self--Directed Learning: Pillars of Adult Learning Theory (Sharan B. Merriam). Andragogy and self--directed learning, two foundational theories of adult learning, continue to guide our understanding of how adults learn. 2. An Update on Transformational Learning (Lisa M. Baumgartner). In the 1990s, empirical research on transformational learning has expanded the theory proposed by Freire and Mezirow three decades ago. 3. Informal and Incidental Learning (Victoria J. Marsick, Karen E. Watkins). The vast majority of adult learning is informal and incidental the authors present their revised model of this type of learning. 4. A New Look at Women's Learning (Elisabeth R. Hayes). Myths and stereotypes of women's learning are examined, and a socially--constructed notion of gender is proposed for understanding women's learning. 5. Context--Based Adult Learning (Catherine A. Hansman). Learning is a tool--dependent, social activity embedded in the context in which it occurs. Situated cognition, cognitive apprenticeship, and communities of practice make up this theoretical perspective. 6. Critical and Postmodern Perspectives on Adult Learning (Deborah W. Kilgore). Critical and postmodern theorists examine how the social construction of knowledge and relationships based on power intersect with learning in adulthood. 7. The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning (John M. Dirkx). Personally significant and meaningful learning is grounded in the adult's emotional, imaginative connection with the self and with the broader social world. 8. The Brain and Consciousness: Sources of Information for Understanding Adult Learning (Lilian H. Hill). Principles of learning can be derived from new research on how the brain functions and new understandings of the brain's relationship to mind and consciousness. 9. Off the Beaten Path: Some Creative Approaches to Adult Learning (M. Carolyn Clark). Two of the newest approaches to adult learning are discussed--learning through our physical body, or what is known as somatic learning, and learning through stories of our experiences, or what is called narrative knowing. 10. Something Old, Something New: Adult Learning Theory for the Twenty--First Century (Sharan B. Merriam). This concluding chapter summarizes the various perspectives represented by chapters in this volume and finishes with an assessment of adult learning theory today. INDEX.

Novak's Theory of Education: Human Constructivism and Meaningful Learning

Abstract: At the heart of constructivism is the recognition that knowledge is not an entity transferred in toto from teacher to learner, but rather that learning requires active engagement of the student's mind. Ausubel's Assimilation Theory describes the three requirements for such meaningful learning to take place. Novak's Theory of Education, which he calls Human Constructivism, extends and applies Ausubel's ideas to the classroom by considering a framework of elements in education: the teacher, the learner, the content, the context, and evaluation. The paper concludes by discussing the implications of Novak's theory to both chemistry teaching and chemistry education research.

In pursuit of meaningful learning

Abstract: The Bernard Distinguished Lecturers are individuals who have a history of experience and expertise in teaching that impacts multiple levels of health science education. Dr. Joel Michael more than m...

Increasing Preservice Teachers' Capacity for Technology Integration through Use of Electronic Models.

Abstract: Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine whether electronic models of exemplary technology-using teachers, presented via CD-ROM, could provide a viable alternative for developing ideas about and self-efficacy for technology integration. Sixty-nine students enrolled in a one-credit technology course completed demographic and online survey instruments before and after interacting with a CD-ROM that featured six teachers' classroom technology beliefs and practices. Results suggest that electronic models can significantly increase preservice teachers' ideas about and self-efficacy for technology integration. Furthermore, students found the examples of teachers included.on the CD-ROM to be both realistic and relevant. Implications are discussed, as well as suggestions for future research. (Contains 30 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. Increasing Preservice Teachers' Capacity for Technology Integration Through Use of Electronic Models PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) "f1 This document has been reproduced as received from the person or organization originating it. 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. By: Peggy A. Ertmer, Deborah Conklin & Judith Lewandowski En COPY AVAIIIIABLIE Increasing Preservice Teachers' Capacity for Technology Integration Through Use of Electronic Models Peggy A. Ertmer Deborah Conklin Judith Lewandowski Purdue University Abstract Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine whether electronic models of exemplary technology-using teachers, presented via CD-ROM, could provide a viable alternative for developing ideas about and self-efficacy for technology integration. Sixty-nine students enrolled in a one-credit technology course completed demographic and online survey instruments before and after interacting with a CD-ROM that featured six teachers' classroom technology beliefs and practices. Results suggest that electronic models can significantly increase preservice teachers' ideas about and self-efficacy for technology integration. Furthermore, students' found the examples of teachers included on the CD-Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine whether electronic models of exemplary technology-using teachers, presented via CD-ROM, could provide a viable alternative for developing ideas about and self-efficacy for technology integration. Sixty-nine students enrolled in a one-credit technology course completed demographic and online survey instruments before and after interacting with a CD-ROM that featured six teachers' classroom technology beliefs and practices. Results suggest that electronic models can significantly increase preservice teachers' ideas about and self-efficacy for technology integration. Furthermore, students' found the examples of teachers included on the CDROM to be both realistic and relevant. Implications are discussed as well as suggestions for future research. Introduction According to the most recent report of the National Center for Education Statistics (NCES, 2000), nearly 70 percent of teachers report not feeling well prepared to use computers and the Internet in their teaching. The 1998 Technology in Education Report (Market Data Retrieval) noted that only 7 percent of schools, nationwide, boast a majority of teachers at an advanced skill level (i.e., able to integrate technology into the curriculum). Even among our newest teachers, instructional use is not as high as might be expected. Contrary to popular belief, preservice and beginning teachers do not use computers significantly more than their more experienced colleagues (Hadley & Sheingold, 1993; NCES, 2000; Sherwood, 1993). Although beginning teachers report wanting to use computers, and have gained adequate technical skills, they typically lack knowledge about how to integrate computers within the more routine tasks of teaching and managing their classrooms (Hruskocy, 1999; Novak & Knowles, 1991). Skills vs. Ideas Clearly, the growing increase in teachers' technical skills is insufficient to guarantee the effective use of technology in the classroom (Carvin, 1999; Marcinkiewicz, 1994). In order to translate skills into practice, teachers need specific ideas about how to use these skills to achieve meaningful learning outcomes under normal classroom conditions. Traditionally, inservice technology training programs have been softwarerather than curriculum-based (Gilmore, 1995). Thus, teachers completed technology courses still not knowing how to create or implement smallor whole-group activities that incorporated meaningful uses of technology (Moersch, 1995). Unfortunately, this also has been true for most teacher education technology courses (Moursund & Bielefeldt, 1999; Yildirim, 2000). Although the majority of teacher preparation programs now require that students take three or more credit hours of technology instruction, recent survey data suggested that most teacher education faculty still do not feel that technology use is being effectively modeled for our future teachers (Schrum, 1999). Simply stated, few of our current or future teachers have either observed or experienced learning with or from computers (Carlson & Gooden, 1999). While today's teachers are expected to leverage the full potential of powerful conceptual technology. tools to meet the changing needs of their students, they have been given few, if any, opportunities to develop their own visions for, or ideas about, meaningful technology use. The importance of developing a vision for technology use cannot be overstated (Ertmer, 1999). As noted by the Office of Educational Research and Improvement (1993): "Most teachers will find little incentive to tackle the technical and scheduling problems associated with technology unless they have a clear vision of how the technology can improve teaching and learning" (p. 83). Once a clear vision is in place, specific tools and strategies are needed to help teachers address the many unique challenges posed by the translation/integration process: changing roles of teachers, students, and technology; classroom organization, management, and security issues; and assessment methods, among others. As Dexter, Anderson, and Becker (1999) explained, "For teachers to implement any new instructional strategy, they must acquire new knowledge about it and then weave this together with the demands of the curriculum, classroom management, and existing instructional skills" (p. 223). Teachers need information about how, as well as why, to use technology in meaningful ways. Lack of knowledge regarding either element can significantly decrease the potential impact that these powerful resources might have on student learning. BEST COPY AVAILABLE 3

Assessing understanding in biology

Abstract: This paper discusses several new assessment strategies that encourage meaningful learning and conceptual understanding in the biological sciences. Our purpose is to introduce a handful of evaluation and measurement techniques that help students assimilate well-integrated, strongly cohesive frameworks of interrelated concepts as a way of facilitating ‘real understanding’ of natural phenomena. Among these methods are concept maps, V diagrams, SemNet software, image-based test items, clinical interviews, portfolios, written products, performance measures, and conceptual diagnostic tests. Evidence suggests that these methods are most useful at highlighting ‘alternative conceptions’ and assisting students who wish to ‘learn how to learn’.

The Dynamics of Group Learning in a Cohort: From Nonlearning to Transformative Learning

Abstract: The instructional cohort is a popular delivery format in educational administration programs. This case study delves into the “black box” of cohort learning by critically examining the relationship between group dynamics and the types of learning that took place among a set of group members within a cohort. This study shows how group dynamics— including group climate, norms, roles, and communication—can foster or impede learning. The study raises concerns about whether a focus on high-performing cohorts or groups necessarily results in meaningful learning for students. With the performance-learning tension in mind, implications and recommendations for instruction and future research are also presented.

Nursing student-patient relationship: a review of the literature from 1984 to 1998.

Abstract: Nursing student–patient relationship: a review of the literature from 1984 to 1998 Aim and background. The aim of this review is to examine the research of the nursing student–patient relationship for planning an empirical study in this area. Methods. A literature search was made focusing on relationship from student and patient perspectives. The sample included 104 articles from 1984 to 1998. The articles were analysed using an inductive analysis of the literature. Results. The review shows that there has been an increasing research interest in the issue since the 1980s, with the main focus on nursing students. Most of the studies were of a descriptive nature, using both qualitative and quantitative approaches. It seems that the relationship with a patient is an important part of a meaningful learning process, teaching nursing students about the patient’s individualised care and promoting their personal and professional growth, confidence and self-esteem. Patients are willing to participate in students’ learning process and they tend to benefit from therapeutic and social interaction with students. Instruction has the effect of changing students’ attitudes and improving their interaction skills, but it does not affect their feelings of anxiety in novel situations. Conclusions. In future empirical research should be based more firmly on theory-based illuminations of the student-patient relationship.

Student and Teacher Perceptions of the Use of Multimedia Supported Predict Observe Explain Tasks to Probe Understanding

Abstract: This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms.

Fieldwork within the Context of Higher Education: A Literature Review:

Abstract: Fieldwork education is a critical and an indisputable component within occupational therapy curricula. It presents the opportunity for the integration of theory and practice, enabling the development of professional behaviour in students.Over the last decade, several authors have evaluated, debated and reflected upon the processes and contents of fieldwork so as to present the best practices which would truly provide meaningful learning experiences for the students. This article documents a cross-section of the literature as seen within the context of higher education and professional practice in a climate of changing health care systems.

Web based peer assessment: attitude and achievement

Abstract: The specific features of the Web-based peer assessment are to utilize Internet resources to facilitate contacts between individuals and information, to assist in brainstorming among individuals, and to generate more meaningful learning at the higher education level. In this research, authors focus predominantly on attitudes of computer science students toward Web-based peer assessment using NetPeas as the interactive channel and management center. NetPeas is a Web-based peer assessment system implemented for two-way anonymous peer assessment. In an evaluation held in spring 1999, this study recruited a sample of fifty-eight computer science undergraduate students enrolled in an operating systems class in a research university of Taiwan. Attitudes toward Web-based peer assessment were measured by a post-test questionnaire, including several affective components, for example, "satisfied" or "unsatisfied" about the Web-based peer assessment. The result demonstrated that; (1) significantly more students favored this new learning strategy; and (2) students with positive attitude outperformed those with negative attitude. No matter positive attitude toward Web-based peer assessment brings about higher achievement or higher achievement promotes positive attitude, teachers must take care of students' subjective feelings in enhancing effective Web-based peer assessment.

Primary School Students, Information Literacy and the Web

Abstract: A generation ago, before such themes as active learning, inquiry-based learning, authentic learning and meaningful learning were part of the vocabulary of educators, school projects that required independent research would have involved finding an article in an encyclopedia, and faithfully copying the text word for word. This level of information literacy was sufficient in a classroom where the expected learning outcome was to find the correct answer to a specific question and know the facts. What information literacy skills do students need in the early twenty-first century? Are the learning objectives in the classroom reflected in the information literacy skills exhibited by students? Do the learning experiences in the classroom facilitate the acquisition of these skills or, have the learning experiences simply been repackaged in the new technologies, giving the impression of being up-to-date, while they remain qualitatively the same as learning experiences from thirty years ago? To answer these questions, this study looks at how grade-six students (11 to 12 years of age) completed a class project using the World Wide Web as their primary resource. The goal of this study is twofold. First, it aims to describe how students accessed, interacted with, and used content on the Web in order to discover patterns in their use of the Web. Secondly, it is hoped that it will present new questions for teachers about the use of the Web as an instrument for learning.

Curriculum Change in Norway: Thematic Approaches, Active Learning and Pupil Cooperation--from Curriculum Design to Classroom Implementation.

Abstract: Laerplan 97 (L97) is a substantial programme of educational reform in Norway. It includes a subject-based, centrally determined curriculum more detailed than its predecessor, M87 (Monsterplan). L97 combines the compulsory delivery of a core of centrally determined knowledge with the flexibility for teachers to plan and teach with the local environment and resources in mind and in relation to topical issues and learners' interests. Teacher decision making in the selection of content and mode of delivery will be crucial aspects in the successful implementation of L97. This paper takes three key constructs within L97 and examines them more closely: thematic approaches to curriculum delivery, the active and independent learner and the cooperating learner, constructs traditionally associated with pupil autonomy and meaningful learning. Drawing on interviews with those responsible for designing the subject-related curricula and on teacher questionnaires, the study reveals how the journey from educational policy...

Multimedia Learning: A Cognitive Theory of Multimedia Learning

Abstract: Multimedia messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not. A cognitive theory of multimedia learning assumes that the human information processing system includes dual channels for visual/pictorial and auditory/verbal processing, that each channel has limited capacity for processing, and that active learning entails carrying out a coordinated set of cognitive processes during learning. The five steps in multimedia learning are selecting relevant words from the presented text or narration, selecting relevant images from the presented illustrations, organizing the selected words into a coherent verbal representation, organizing selected images into a coherent visual representation, and integrating the visual and verbal representations and prior knowledge. Processing of pictures occurs mainly in the visual/pictorial channel and processing of spoken words occurs mainly in the auditory/verbal channel, but processing of printed words takes place initially in the visual/pictorial channel and then moves to the auditory/verbal channel . The goal of this book is to examine principles for the learner-centered design of multimedia learning environments that meet three criteria: (1) intelligibility – the principles are derived from a cognitive theory of multimedia learning; (2) plausibility – the principles are consistent with empirical research on multimedia learning; (3) applicability – the principles can be applied to new multimedia learning situations. The second criterion, plausibility, is covered in chapters 4 through 10, which summarize an empirical research base for multimedia design principles.

Technology Integration: Best Practices–Where Do Teachers Stand? 5(11)

Abstract: As technology becomes more available in k-12 classrooms and teachers apply it their teaching, it is important to consider how we are going to evaluate the technology integration efforts of teachers. This article summarizes the stages of technology integration, and then goes on to present examples of best technology integration practices. Finally, it offers questions to consider when assessing teachers and their uses of technology. The idea of "technology integration" has evolved during the last several decades from teaching programming, to utilizing drill and practice, to implementing integrated learning systems, to addressing computer literacy skills, to participating in web-based communities. A more current view of technology integration involves the practice of using technology in ways that are both curriculum-based and future-oriented. According to Ertmer (1999), teachers should focus on meeting content objectives within the "three Cs": communication, collaboration, and creative problem-solving. It also requires that attention be given to preparing students for the future: theirs, not ours. The challenge for today’s educators is not programming the computer or learning cumbersome DOS commands. It lies in using computers and other technologies in ways to promote meaningful learning for students. The purpose of this paper is to describe teachers’ transformation process into technology integrators, to explore best practices in teaching with technology, and to suggest how administrators might consider evaluating teachers’ integration efforts. Now that computer technology is more prevalent in classrooms, it is becoming less a decision of whether or not to adopt, and more of a dilemma of how to implement it effectively into instruction.

Supporting problem based learning by a collaborative virtual environment: a cooperative hypermedia approach

Abstract: Problem based learning (PBL) promotes engagement in meaningful learning and cooperation among students. When applying PBL in distributed groups distance has to be bridged by means of technology. Collaborative virtual environments (CVE) can help to overcome two crucial problems of PBL, if used in a distributed learning situation: Firstly, learners have problems to understand, interact with, and tailor shared learning environments, so that they match their needs. Secondly, groups of learners have problems to construct shared knowledge in a shared learning environment. Our approach is to provide a CVE designed to support PBL. We use the metaphor of a virtual institute to organize the learning environment and to facilitate orientation in and tailoring of the CVE. In addition, we provide a graphical cooperative knowledge representation tool to help groups to construct shared knowledge in a PBL process. We use cooperative hypermedia technology to represent both shared learning spaces and shared information spaces as shared hyperdocuments.

Metacognition in Science Teaching and Learning

Abstract: Recent research on science teaching and learning emphasizes the importance of active, meaningful learning, with metacognitive processing by both teachers and learners. This chapter describes research on students’ reading metacognition and misconceptions in biology and instructional methods 1 have used to enhance students’ metacognition about their science learning and to enhance science professors’ metacognition about their teaching.

The Community Classroom: Serving to Learn and Learning to Serve

Abstract: Service-learning is characterized by students' engagement in their local communities to apply and learn course concepts. Communities afford students venues in which to practice solving authentic real world problems with tangible outcomes. Service-learning includes collateral benefits to academic programs and to the local community. Students learn course objectives and the value of becoming contributing citizens of the greater community. In turn, communities benefit from students' provision of needed programs and services. However, without careful course construction, instructors run the risk of providing `feel-good' activities that are not linked to learning objectives. This article discusses the philosophy of students' "serving to learn and learning to serve" and provides examples of establishing meaningful links between course learning objectives and service-learning activities. ********** Educational philosopher, John Dewey, at the beginning of the twentieth century expressed the need for experiential learning. The "great waste" in Education, according to Dewey was that learning was not connected to the surrounding community (Dewey, 1933). Real knowledge, Dewey would have agreed, comes only through the experience of learning that occurs within a meaningful context (Dewey, 1938/1963). Learning occurs when the learner constructs meaning from the interaction of knowledge and the experience. Acquiring knowledge and demonstrating on paper and pencil exams is one way to look at academic learning. However, many cognitive scientists now believe that more meaningful and deep processing of information comes when students have the opportunity to apply course material (Bransford, Brown, & Cocking, 1999). This type of learning is constructed by the learner and is more than merely answering questions regarding facts and figures on an exam. The purpose of this article is to explore an alternative pedagogical method, service-learning, for constructing meaning in college courses. The authors will suggest benefits of service-learning and offer suggestions for developing meaningful learning outcomes. A recent resurgence and interest has emerged in service-learning in university academic programs during the last decade (viz., Bringle, Games, & Malloy, 1999; Claus & Ogden, 1999; Eyler & Giles, 1999; Stanton, Giles, & Cruz, 1999; Zlotowski, 1997). The establishment in 1985 of Campus Compact, a coalition of college and university presidents committed to helping students develop the values and skills of citizenship through participation in public and community service (Stanton, et al., 1999), brought service-learning to the forefront of desirable educational practices. What is Service Learning? Although many definitions of service-learning appear in the literature (Stanton, 1987), for the purposes of this article, service-learning is defined as the "pedagogy of learning through service" (Chisholm, 1987, page 3). Service-learning is characterized by the students' engagement in their local communities to apply and learn course concepts. It is distinguished from volunteerism by the nature of the relationship of the students to the community. Volunteerism suggests a paternalistic, one-way relationship in which the community is the sole beneficiary of services, while not recognizing the benefits received by students (Stanton, et al., 1999). Communities afford students venues in which to practice solving authentic real world problems with tangible outcomes. Service-learning involves a reciprocal relationship between academic programs and community. Through service-learning, students go beyond merely observing problems to actually assuming the role and responsibility of contributing to the solution of the problem. From dealing with real world problems, students have the opportunity to recognize social injustices, appreciate the difficulties and advantages of working with people within the community from different backgrounds, and develop confidence and skills in their own abilities to critically think and solve problems. …

Statistics through the Medium of Internet: What Students Think and Achieve

Abstract: The major aim of the present research was to compare expectations of students enrolled in the School of Education internet-based "Introduction to Statistics" course with those of students who participated in the School of Social Work traditional "Introduction to Statistics" course. . In addition students' performance, attitudes towards teaching and learning, and satisfaction after attending one semester in each course were assessed. Both courses were based on identical syllabi and content and with the only difference being the method of delivery ********** Results indicate similar achievement levels of students who participated in internet-based and traditional lecture-based courses. Students who participated in the interact-based course had lower attitudinal levels on the research factors of "teaching and learning" and "satisfaction" than those who participated in the traditional lecture-based course in both "before" and "after" evaluations. However intra-group comparison for the students in the internet-based course indicated a significant increase in "after" attitudinal assessment. Internet in Education Radical improvements in learning and instruction have been made as a result of the advances achieved in three major areas: technology, measurement, and cognitive science (Bennett, 1999). Of the three, new technology has probably been the most influential in the short term. New technology has had the greatest influence because it is increasingly pervading our society. Billions of dollars are being invested annually to create and make commonplace powerful, general technologies for commerce, communications, entertainment, and education. Due to their generality, these technologies can also be used to improve learning and instruction (Wideman and Owston, 1999). Bennett (2001) described the Internet as an interactive, switched, networked, and standards-based communication medium that has contributed significantly to many areas of endeavor and particularly to the learning and instructional processes. * Interactive means that we can present a task to a student at the school or university level and quickly respond to that student's actions and assist the student when help is called for. * Switched means that we can engage in different interactions with different students simultaneously. In combination, these two characteristics (interactive and switched) make for individualized learning and instruction. * Broadband means that those interactions can contain lots of information. For learning and instruction, that information could include audio, video, and animation. * Networked indicates that everything is linked. This linkage means that universities, schools, resource centers, teachers and students are tied together electronically. That electronic connection can allow for enormous efficiencies. * Standards-based means that the network runs according to a set of conventional rules that all participants follow. That fact permits both the easy interchange of data and access from a wide variety of computing platforms, as long as the software running on those platforms (e.g., Internet browsers) adheres to those rules too. As an embodiment of these abovementioned characteristics the Interact provides the potential to deliver efficiently and on a mass scale individualized, highly engaging learning and instructional content to almost any desktop and make information available to the teacher and student anytime day or night. Thus, the very essence of Internet is its efficiency, effectiveness, and its facilitating qualities that promise a long-awaited educational breakthrough at all educational levels. The Internet at the University Level Increasingly more university courses are being delivered to students through the medium of Internet (Wideman and Owston, 1999). Both university professors and students increasingly utilize the new medium to increase meaningful learning based on the use of online audio-visual material, databases, simulations and tutored exercises (Fabos and Young. …

Combating Stereotypes of the Scientist Among Pre-service Science Teachers in Nigeria

Abstract: This paper looks at the effect of instruction on pre-service science teachers' conceptions of the scientist. Twenty-six pre-service science teachers involved in a 14-week course were the subjects. The constructivist teaching approach was adopted. The students' preconceptions were the starting point for the teaching. Seven students were selected for in-depth interview to determine the reasons for their positions (change or no change in view at the end of the period). It was found that instruction enhanced better conceptions of the scientist. The pre-test to post-test change scores differed from zero and the difference was significant at the 0·05 level of significance. However, the interview revealed that the changes in conceptions were mediated by the students' life worldviews. We therefore conclude that whereas remediating strategies enhance understanding (comprehension), worldview of the students has a greater effect on meaningful learning (apprehension).

Learning Opportunities in the Higher Education Curriculum

Abstract: Classes students taken in higher education tend to be lecture dominated. The instructor then lectures to students from notes in his/her possession. It can become a one way street of communication. The message moves from the Instructor to students via lecture notes. Students tend to be passive individuals in the process. The student then is to absorb the information as it is presented. Generally, students take many notes as the lecture is presented. Sometimes, a student has a cassette recorder to record what is being presented. A student may ask ahead of time if this is permissible. While taking notes on the class lecture, the student's attention is divided between the lecture and the notes being taken. There are selected assumptions when using lecture as an only method of instruction in higher education. These assumptions include the following: 1. students learn best with the lecture method of instruction. 2. the instructor has the necessary knowledge to be transmitted which students do not have. 3. lecture is the most efficient approach to use in teaching students. 4. students can use and apply that which has been received from the instructor. 5. committee work and questions from students waste valuable time and tends to deal with the mundane. Philosophies of instruction need to be assessed by the instructor in teaching and learning situations. Might there be additional methods which may be used in teaching on the higher education IeveI? Teaching and Learning In Higher Education There are principles of learning from educational psychology which need to be implemented in the higher education curriculum. These principles of learning should assist students to achieve at a more optimal rate of achievement. Each may be assessed if used by the instructor to improve instruction. Thus, educational psychologists recommend using the following: 1. interest is a powerful factor in learning. Instructors need to develop and maintain student interest in the subject matter being taught. Proper use of the voice with appropriate stress, pitch, and juncture should aid in obtaining student interest. Using a variety of activities should stimulate interest in wanting to learn. Boredom and the routine can be avoided when the instructor varies learning opportunities for students. Goal centered instruction definitely needs to be stressed when a variety of learning opportunities are provided for students. 2. motivated learners achieve at a higher rate as compared to the unmotivated. Thus, learning opportunities for students need to motivate and encourage optimal student achievement. Challenging students with quality learning opportunities and high instructor expectations should definitely foster learner achievement and progress. 3. useful learning opportunities need to be provided. In teacher education classes, students need to experience that which can be useful in teaching and learning in the public schools. Students need to perceive how learning opportunities provided in class and in public school field experiences may be used to become a truly professional teacher. Application of ideas from classroom related experiences may then be used in the present as well as In the nearby future as a fully licensed, certified teacher. Useful knowledge and skills are more acceptable to students compared to that which has little/no perceived use. 4. meaningful learning needs to be in evidence. With meaning, students learn concepts and generalizations in depth, not survey procedures. A variety of procedures need to be in evidence to assist students to achieve intensity in acquiring subject matter. Intensity is opposite of shallow attaining of ideas. With depth, intensity teaching and learning, students should be able to make better use of subject matter from classroom endeavors, if students do not understand content presented from a variety of learning opportunities, they will not be able to use what has been learned. …

Inquiry Cycles Can Make Social Studies Meaningful—Learning about the Controversy in Kosovo

Abstract: (2001). Inquiry Cycles Can Make Social Studies Meaningful—Learning about the Controversy in Kosovo. The Social Studies: Vol. 92, No. 6, pp. 267-271.

Multimedia Learning: The Promise of Multimedia Learning

Abstract: Multimedia (as used in this book) refers to the presentation of material using both words and pictures. The case for multimedia rests in the premise that learners can better understand an explanation when it is presented in words and pictures than when it is presented in words alone. Multimedia messages can be described in terms of the delivery media (e.g., amplified speaker and computer screen), presentation mode (e.g., words and pictures), or sensory modalities (e.g., auditory and visual). The process of multimedia learning can be viewed as information acquisition (in which multimedia messages are information delivery vehicles) or as knowledge construction (in which multimedia messages are aids to sense making). Three possible learning outcomes are no learning (as indicated by poor retention and poor transfer performance), rote learning (as indicated by good retention and poor retention performance), and meaningful learning (as indicated by good retention and transfer performance). Meaningful learning outcomes depend on the cognitive activity of the learner during learning rather than on the learner's behavioral activity during learning . WHAT IS MULTIMEDIA? The term multimedia means different things to different people. For some people, multimedia means that a person sits at a computer terminal and receives a presentation consisting of on-screen text, on-screen graphics or animation, and sounds coming from the computer's speakers – as with an on-line multimedia encyclopedia. For some people, multimedia means a “live” presentation in which a group of people seated in a room views images presented on one or more screens and hears music or other sounds presented via speakers.

Cognitive and Motivational Consequences of Adapting an Agent Metaphor in Multimedia Learning: Do the Benefits Outweigh the Costs?.

Abstract: This paper reviews a set of studies designed to test the hypothesis that the presence of animated pedagogical agents in multimedia environments can promote deep learning. This was done by first comparing the learning and motivational outcomes of students who learned in the context of social-agency to students who learned in a more traditional text and graphics context. Second, the particular features of the social-agency environment were manipulated to examine which of its attributes (e.g., visual and auditory presence, students' interaction, and agents' learning style) are most important in the promotion of meaningful learning. The theoretical and practical implications of the findings are'discussed. (Contains 23 references.) (MES) Reproductions supplied by EDRS are the best that can be made from the original document. 1 Cognitive and Motivational Consequences of Adapting an Agent Metaphor in Multimedia Learning: Do the Benefits Outweigh the Costs? PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Fen Öğretiminde Yapılandırıcı Yaklaşım

Abstract: In recent years in numerous studies conducted on the field of science education it has been brought forward that constructivist approach has been more effective than the traditional teaching method and that constructivist approach was helpful to students for their realization of meaningful learning has been proved. Great majority of these studies have been focused on roles of teachers in science classes, but a general teaching strategy for the constructivist approach method has not been introduced. In this study which aims to introduce a teaching strategy for the purpose of implementing constructivist approach in science classes it has been defended that a course should consist of six stages. There are defined as presentation of the incident, remembrance of pre-information and determination of alternative concepts, establishment of hypothesis, gathering of data, testing of hypothesis anYapilandirici yaklasim, fen egitimi, ogretim modellericonstructivist approach, science education, teaching model Tam Metin

Best Practices in Marine and Coastal Science Education: Lessons Learned from a National Estuarine Research Reserve.

Abstract: The Jacques Cousteau National Estuarine Research Reserve (JC NERR) program has successfully capitalized on human interest and fascination with the ocean by using the marine environment as an entry point to develop interest and capability in understanding science. This natural interest can be used as a springboard to encourage educators and their students to use the marine environment as a focal point while developing basic skills in reading, writing, math, problem-solving, and critical thinking. The Institute of Marine & Coastal Sciences (IMCS), as the managing agency of the JC NERR has remained committed to making its faculty, staff resources and advanced technology available to educators and their students. With the selection of model science programs and the development of collaborative school projects and Internet connections, IMCS strives to make science education more exciting and relevant to current environmental policy issues. With this approach, educators can short circuit the arduous rote memorization exercises commonly associated with the study of science, and replace it with first-hand experiences found within the scientific and cultural resources of New Jersey. By encouraging scientists and educators to work together to spark interesting and meaningful science learning in the classroom, NJ students become better prepared not only as potential scientists, but as informed decision-makers and citizens as well. The JC NERR K-12 education program is designed to empower classroom teachers and the school community to become facilitators of scientific learning based in an interdisciplinary context. JC NERR education programs are designed to: 1. Build knowledge and skills by providing classroom teachers with basic ecological knowledge and the skills necessary to foster interesting and meaningful learning grounded in science. 2. Evaluate attitudes through the program’s ability to: • Foster intellectual interest and self-confidence • Develop an understanding of nature and a sense of curiosity • Enable individuals to perceive the environment in a more realistic way and with greater awareness and commitment.

Constructivist Approach in Science Teaching

Abstract: In recent years in numerous studies conducted on the field of science education it has been brought forward that constructivist approach has been more effective than the traditional teaching method and that constructivist approach was helpful to students for their realization of meaningful learning has been proved. Great majority of these studies have been focused on roles of teachers in science classes, but a general teaching strategy for the constructivist approach method has not been introduced. In this study which aims to introduce a teaching strategy for the purpose of implementing constructivist approach in science classes it has been defended that a course should consist of six stages. There are defined as presentation of the incident, remembrance of pre-information and determination of alternative concepts, establishment of hypothesis, gathering of data, testing of hypothesis and creation of concept, generalization. Key word; constructivist approach, science education, teaching model

Empowerment: A Method of Motivating Adult Learners

Abstract: We live in a rapidly changing society that requires its members to be engaged in continuous learning. Educators must develop empowered learners with spirit of ownership, responsibility, teamwork, and autonomy. This article explores the interactive relationship between proactive instruction and the empowerment of adult learners, asserting that learner empowerment is a key to learner success. Instructional skills must be developed and artfully used to empower adult learners. Accordingly, various methods and approaches to promote proactive collaborative involvement of learners are presented. Empowerment: A method of motivating adult learners As we explore the interrelationships between empowerment and adult learning, we will consider empowerment as a tool to enhance adult learning. Meanings, associations, expectations, and norms of traditional approaches to classroom instruction have created a framework that is not productive for adult learners. These stereotypical ideas in large part determine the roles of instructors and learners in most classrooms. The concept of empowerment has been variously defined and applied. Sitterly (1998) stated, "Empowerment is a process that enables individuals to unleash their full potential by enabling and encouraging them to more fully participate, to take action, risks and ownership of their decisions" (p. 2). Conger (1989) viewed empowerment as a process that strengthens one's sense of effectiveness or personal power, leading to an increase in self-efficacy. In the context of this article, empowerment is defined as a sense of ownership, excitement, and pride that enables the adult learner to meet with new levels of success, productivity, and effectiveness. As our society has changed, so has the role of the instructor. Long past are the days of dictatorial education and rote memorization. Today's effective instructors are leaders that work to empower their students. This is especially true for teachers of adult learners. In an effort to empower adult learners, instructors must abandon many of the traditional approaches to teaching and education. In a 1992 study, Short and Rinehart defined six empirical dimensions of empowerment: * Impact * Self-efficacy * Autonomy * Involvement in decision-making * Opportunities for professional growth * Professional status. A discussion of these important concepts will illustrate and delineate the critical role of a teacher-leader in the empowerment of adult learners. Impact: A component of intrinsic motivation State laws require school attendance for our children. Adults engage in education because of the impact it will have in their lives. Adult learners choose coursework to meet a variety of needs, including graduation requirements, entry-level training, skills improvement, and continuing education requirements. Their choice to return to the classroom may be a response to specific job requirements, potential financial rewards, or personal satisfaction. Educators are keenly aware that Maslow's Needs Hierarchy presents growth, achievement, and advancement as needs that are related to self-actualization. For adult learners, meaningful learning is an intrinsic motivator that can increase the quality and quantity of learning. Instructors can help adult learners develop higher levels of intrinsic motivation by illustrating the positive impact that can result from the content they are learning. An instructor can help adult learners develop an understanding of why topics are taught by addressing the following questions: Why does the learner need to know this particular course content? How does the information apply to the "real world"? How, specifically, can the learner use this information? In addition, course content should include discussions regarding job opportunities and how the information relates to other courses in the same training program. …

Fostering writing habits in computer science: a road to meaningful learning

Abstract: 1 Maria Feldgen, Facultad de Ingenieria, Universidad de Buenos Aires, mfeldgen@ieee.org. 2 Osvaldo Clua, Facultad de Ingenieria, Universidad de Buenos Aires, oclua@ieee.org. Abstract  Writing activities have been reported as a uniquely valuable mode of learning. Writing forces one to think, and it is an effective way to introduce discussion on current topics into the classroom and to contribute to an effective teamwork. We created an active and collaborative learning environment in the first of two related courses. We required every student in a team to write technical reports as material for discussion for the in-class and out-of-class assignments. They learned to organise material and clarify concepts, to ask questions, to process the information as a group in the classroom and then met outside of the class to finish up the project tasks. In the second course we had students from the first course and from another traditional course. We asked them to search for material for the in-class assignments about one central concept. In this paper we describe how the writing assignments in the previous course developed working habits. We observed that students who took our first course voluntarily wrote informal reports linking and organising the information they searched for. In the discussions and questions they used the reports as experts do. They used the learned communication and interaction skills during teamwork, they did not require additional support for these soft skills. This was not the fact with the teams with students from the other course. Finally, we describe how they performed in the final exams and in the counselling meetings.