Showing papers on "Meaningful learning published in 2003"

Nine Ways to Reduce Cognitive Load in Multimedia Learning

Abstract: First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instru...

Cognición situada y estrategias para el aprendizaje significativo

Abstract: The paper describes the principles underlying situated cognition linked to the Vygotskian sociocultural perspective, which state that situated cognition is both a part and the result of activity, context and culture. It highlights the importance of mediation, the joint construction of meaning and the mechanism of adapted assistance. There are examples of instructional approaches which vary in cultural relevance and the type of social activity they elicit. It also presents a number of meaningful learning strategies based on situated experiential teaching (authentic problem solving, learning while in service, case studies, projects, situated simulation, among others). Finally, the paper deals with the potentiality of empowerment.

The promise of new ideas and new technology for improving teaching and learning.

Abstract: There have been enormous advances in our understanding of human learning in the past three decades. There have also been important advances in our understanding of the nature of knowledge and new knowledge creation. These advances, when combined with the explosive development of the Internet and other technologies, permit advances in educational practices at least as important as the invention of the printing press in 1460. We have built on the cognitive learning theory of David Ausubel and various sources of new ideas on epistemology. Our research program has focused on understanding meaningful learning and on developing better methods to achieve such learning and to assess progress in meaningful learning. The concept map tool developed in our program has proved to be highly effective both in promoting meaningful learning and in assessing learning outcomes. Concept mapping strategies are also proving powerful for eliciting, capturing, and archiving knowledge of experts and organizations. New technology for creating concept maps developed at the University of West Florida permits easier and better concept map construction, thus facilitating learning, knowledge capture, and local or distance creation and sharing of structured knowledge, especially when utilized with the Internet. A huge gap exists between what we now know to improve learning and use of knowledge and the practices currently in place in most schools and corporations. There are promising projects in progress that may help to achieve accelerated advances. These include projects in schools at all educational levels, including projects in Colombia, Costa Rica, Italy, Spain, and the United States, and collaborative projects with corporate organizations and distance learning projects. Results to date have been encouraging and suggest that we may be moving from the lag phase of educational innovation to a phase of exponential growth.

English through drama for oral skills development

Abstract: This paper presents the results of an investigation into the value of using drama in a Brazilian university classroom. Drawing on Di Pietro (1987) and Via (1976) on the advantages of using drama in language learning, from Mezirow (1990) and Schon (1991) on the importance of reflection for promoting meaningful learning, and from Donato and McCormick (1994) and Lukinsky (1990) on the effectiveness of portfolios as a tool to promote reflection, the paper presents a case study of the use of drama in an oral skill class, describing the course structure and classroom procedures. It includes learners' voices as taken from their portfolios, and evaluates results, presenting setbacks and possible solutions. Finally, it encourages the use of drama and portfolios for transformative and emancipatory learning.

An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design.

Abstract: Typically, guidelines for design of interactive multimedia systems have been based on intuitive beliefs of designers rather than being founded on relevant research and theory. As advances in technology create new opportunities for education, it is important to use a range of theoretical perspectives to optimize use of new technology in teaching and learning. This article explores behaviorist and cognitive approaches to interactive multimedia instructional design (ID). Basic concepts, characteristics of ID, and comparisons between each are discussed. Interface design guidelines for learning with multimedia are presented, which link theory with practice in effective multimedia ID. Universal Design for Learning is described, which sheds light on future research in ID to accommodate the diversity of learners. Major conclusions include that no one theoretical foundation exists for ID practice that is suitable for all applications. Dick and Carey's behaviorist model, Willis' constructivist model, Reigeluth's Elaboration Theory, Keller's ARCS model, Merrill's Instructional Transaction Theory, and Gagne's learning hierarchy illustrate the abundance of theoretical frameworks to assist designers in decision making. Theories continually evolve or are revised as a result of research or critique by designers or theorists in the field. In the long term a blending of behaviorist and cognitive approaches seems inevitable. ********** Behaviorism and cognitivism are the two dominant theoretical positions in the field of learning with interactive courseware (Jonassen, 1991; Atkins, 1993; Hannafin, Hannafin, Hooper, Rieber, & Kini, 1996). Developments in design of such materials appear to have followed shifts in the dominant paradigms within psychology. Early computer-based materials are seen to be influenced by behaviorist concepts while discovery learning materials are felt to be founded on later cognitive models of information processing and constructivism. The increase in cognitive approaches in the 1980s may be due as much to technology developments in object-oriented programming, hypermedia, and interactive video as to the rise within psychology of cognitive theorists (Atkins, 1993). Designers are adopting a mixed approach to design because it offers complete flexibility (Atkins, 1993). For example, some business and industry designers reveal a blending of analysis and evaluation of the objectivist approach with simulations and individualized progress of constructivist approaches (Dick, 1996). Typically, however, guidelines for design of interactive multimedia systems have been based on intuitive beliefs of designers rather than being founded on relevant psychological, pedagogical, and technological research and theory (Hannafin & Hooper, 1989; Park & Hannafin, 1993; Spiro, Feltovich, Jacobson, & Coulson, 1991). Intuition and creativity have played major roles in the development and implementation of constructivist learning environments (Dick, 1997) for a reason. Until the appearance of the Recursive and Reflective, Design and Development (R2D2) model by Willis (1995), there had been almost no articles detailing explicit alternatives to the Dick and Carey objectivist model to help designers create instructional materials based on constructivist theory. The Dick and Carey model, which is in its fifth edition (Dick, Carey, & Carey, 2001), has been the leading behavioral instructional systems design model (Willis, 1995; Willis & Wright, 2000) since it became public in 1968. Park and Hannafin (1993) indicated that the psychological foundation, in general, focuses on how learners think, learn, and process information and is largely media-independent. This foundation is based on research and theory on meaningful learning, schema theory, prior knowledge, hierarchical cognitive structure, elaboration, depth of processing, generative learning, situated learning, conceptual models and metaphors, and dual coding theory. …

Promoting mental model building in astronomy education

Abstract: While astronomy has recently re-emerged in many science curricula, there remain unresolved teaching and learning difficulties peculiar to astronomy education. This paper argues that mental model building, the core process in astronomy itself, should be reflected in astronomy education. Also, this crucial skill may promote a better understanding of the nature of science by pupils and it resonates with current understandings about pupils' learning in science. However, three practical questions to be considered are: the expressed reservations about the connection between mental model building and meaningful learning; the earliest age of pupils for whom mental model building is appropriate; and the lack of research into pupils' prior ideas about the role of models in science. The paper describes how a four-phase general pedagogical strategy was adopted to create an astronomy teaching and learning package to promote mental model building. The package consists of notes explaining the mental model building follo...

Instructional tools for nursing education: concept maps.

Abstract: Students must deal with vast amounts of information in multiple formats, yet their ability to organize and link data in a logical way varies widely. Concept mapping offers nurse educators a useful tool to assist nursing students in wading through and critically analyzing this information more effectively. This article explains concept/cognitive mapping as a teaching strategy for several aspects of course work. Types and examples of maps developed by undergraduate and graduate students are used as illustrations and points of discussion. Illustrations are assessed according to type of map, information presented, aspects of the maps that facilitate meaningful learning, and what information is missing. Strategies for remediation to help learners assimilate new information are included. Finally, implementation of mapping in nursing education and ideas for research in concept/cognitive mapping are discussed.

Cambio conceptual: análisis crítico y propuestas a la luz de la teoría del aprendizaje significativo

Abstract: A critical analysis of the conceptual change issue, over a twenty-year period, is done in the light of a partial review of the literature and of meaningful learning theory. In this analysis, the need to assign new meanings to the concept of conceptual change that do not imply the idea of substitution or replacement of conceptions, in the learners' cognitive structure, is stressed. The discrimination of meanings, conceptual development/enrichment, and conceptual evolution are proposed.

Teachable-moment-oriented curriculum practice in early childhood education

Abstract: This study explores aspects of teachable-moment-oriented curriculum practice by questioning whether a teacher's teachable moment is relevant to the learner's 'learnable moment'. For teachable-moment-oriented curriculum practice to result in developmentally and culturally appropriate meaningful learning, transforming the identity between learner and teacher seems imperative. Data collected from naturalistic settings in various teacher education contexts over the last few years are used. Both prospective and in-service teachers' images of teachable-moment-oriented curriculum practices are presented

Online Training: An Evaluation of the Effectiveness and Efficiency of Training Law Enforcement Personnel over the Internet

Abstract: Evaluation of online training is a necessity to its future as a viable alternative method to classroom training. The purpose of Study 1 was to evaluate the effectiveness and efficiencies of online training as it compared to current classroom training with Nebraska Law Enforcement Training Center's (NLETC's) Jail Management trainees. Trainees were randomly assigned to receive either online or classroom training. Learning, motivation, and attitudes were measured for instructional effectiveness. Instructional time and cost/benefit calculations were used as measures of efficiencies. Results indicated, as predicted, that online training is as effective an instructional method as classroom training, and more efficient than classroom training. No meaningful learning differences occurred between the two groups, but online training was completed in almost half the time of classroom instruction and at a lesser cost. However, the classroom group reported higher motivation and positive feelings concerning their instruction than did the online group. Study 2 experimentally examined learning, instructional time, motivation, and attitude advantages of multimedia included in the Jail Management online training courses. Although hypothesized that video would enhance learning, motivation, and attitude, there were no differences in UNL student participants' test scores or surveys scores whether they received training with text only, audio with the text, or video with the text. Only instructional time differed among the groups.

Helping Children with Autism Learn: Treatment Approaches for Parents and Professionals

Abstract: PART 1: THE FUNDAMENTALS OF AUTISTIC LEARNING STYLE 1. Understanding the Origins of Autism and Its Meaning for Development 2. When Atypical Development and Typical Development Cross Paths 3. Autistic Learning Disabilities Defined: How Strengths Compensate for Weaknesses and Form Autism PART 2: AUTISTIC LEARNING DISABILITIES AND AUTISTIC LEARNING STYLES: WHAT MAKES THE WORLD OF THE AUTISTIC CHILD DIFFERENT? 4. Social Autistic Learning Disabilities: Description and Treatment 5. Autistic Learning Disabilities of Communication 6. Autistic Learning Disabilities of Communication: Treatments for the Pre-Verbal and Non-Verbal Child 7. Autistic Learning Disabilities of Communication: Treatments for the Verbal Child 8. Autistic Learning Disabilities in Relating to the World of Objects: Description and Treatment 9. Autistic Learning Disabilities and the Skills of Daily Living PART 3: METHODS OF TEACHING CHILDREN WITH AUTISM: HOW THEY ADDRESS AUTISTIC LEARNING DISABILITIES AND AUTISTIC LEARNING STYLES 10. Applied Behaviour Analysis and Discrete Trial Training: Separating Methods from Curriculum 11. The TEACCH Curriculum 12. Mainstreaming that Works: Too Accommodating or Really Included? 13. Model Programs and Exemplary Classes: What Can We Learn? 14. Putting the 'I' Back in IEP: Creating Individualized, Meaningful Learning Experiences Further Readings for Teachers, Parents and Professionals Appendix A: Autistic Learning Disabilities Inventory

Effective Teacher-Student Dialogue: A Model from Biological Education.

Abstract: This article considers effective dialogue between teacher and student essential for promoting meaningful learning in the classroom. Effective dialogue enables teachers and students to be active in the construction of shared understanding by making explicit the overlap between the perspective held by novice (student) and expert (teacher). Concept maps provide a visual tool to illustrate such overlap in understanding and create something tangible to promote meaningful discussion. A description of a model of practice to help uncover and explore this overlap is given.

Using simulated patients in a multiprofessional communications skills programme: reflections from the programme facilitators.

Abstract: This paper discusses a multiprofessional, 4-day communication skills programme in which participants explore the challenges of communicating with cancer patients and their families. Effective communication and skilled emotional support are essential prerequisites for high quality care in oncology and palliative care settings. This aspect of care presents major challenges to nurses and other health care professionals. It is acknowledged that health professionals often lack the requisite skills to communicate meaningfully with this patient group and that tangible benefits accrue from training in this area. Using simulated patients, structured feedback and small group discussions, this multiprofessional programme seeks to provide a forum that enables participants to acquire confidence and competence in a safe, comfortable and non-threatening environment. The programme structure presents several challenges in terms of providing a learning experience that addresses the diverse educational of a heterogeneous learning group. Participants' comments and programme facilitators reflections suggest that the programme is successful in addressing these challenges and providing a meaningful learning experience.

A Coherent and Integrated Framework Using Concept Maps for Various Educational Assessment Functions

Abstract: Introduction Educational assessment is a process of drawing reasonable inferences about what students know on the basis of evidence derived from observation of what they say, do or make in selected situations (Pellegrino, Chudowsky, & Glaser, 2001). Educational assessment helps students to identify what they have already learned, to observe their personal learning progress and to decide how to further direct their learning process. On the other hand, teachers can exploit the assessment results in the direction of giving appropriate feedback and support to the students during the instruction, formulating judgements about the quality and the effectiveness of the provided educational material and modifying the curriculum, their instruction and their teaching practices/strategies. During the design of the assessment process, the teacher has to decide and determine basic elements of the assessment process, such as the purpose (i.e. formative assessment or summative assessment), the duration, the educational and the assessment goals, the educational resources that are necessary to support the assessment process and the assessment tools. The determination of these elements depends on various factors such as the diversity of learning theories, the diversity in what counts as evidence of learning, the teaching strategies that are followed, the number of students and the constraints of the educational setting, such as the cost. A variety of assessment tools may be employed in order to integrate the assessment process with the ongoing instruction, to document the students' growth, and to identify changes in their thinking and learning skills, such as various types of questions (e.g. free-response questions, questions based on short cases, etc) and concept mapping tasks. Each of these assessment tools has specific characteristics and may serve various assessment functions. Concept maps are considered to be a valuable tool of an assessment toolbox, as they provide an explicit and overt representation of the students' knowledge and promote meaningful learning (Mintzes, Wandersee, & Novak, 2000; Novak & Gowin, 1984; Novak, 1998). As reported in Pearsall, Skipper, and Mintzes (1997), concept maps "provide a unique window into the way learners structure their knowledge, offering an opportunity to assess both the propositional validity and the structural complexity of that knowledge base." In this paper, we propose a coherent and integrated framework for educational assessment purposes serving various assessment functions, ranging from a need to identify the students' prior knowledge to a need to draw conclusions about their overall understanding of the subject matter. The AssessToLearn framework provides a basis for the design of assessment activities incorporating principles from contemporary theories of learning and uses concept maps as the main tool of its assessment toolbox. It comprises a three-step process consisting of (i) Ascertaining the Students' Prior Knowledge--Activating Knowledge, (ii) Promoting Knowledge Construction & Identifying Conceptual Changes--Constructing & Enriching Knowledge, and (iii) Assessing Knowledge Construction--Refining Knowledge. The Assess-To-Learn framework constitutes the basis for the development of a web-based adaptive assessment environment, referred to as PASS (Personalized Assessment System supporting Adaptation and Learning). PASS aims to support the assessment process in the context of the framework and provide adaptive capabilities as far as the adaptation of the assessment process and the guidance/feedback given to the students during the assessment process are concerned. For the application and evaluation of the proposed assessment framework in a real classroom environment, an experimental study was conducted. The study was carried out in the context of the postgraduate course of "Distance Education and Learning" at the Department of Informatics and Telecommunications of the University of Athens during the spring-semester of the academic year 2001-2002. …

Evaluating the Educational Impact of a Tutoring Hypermedia for Children

Abstract: Several hypermedia environments have been developed in the last years with the intention of promoting the acquisition of knowledge on a wide range of topic and developing problem-solving abilities. However, there are many different and sometimes conflicting claims about the capability of these environments to promote meaningful learning. We have developed a hypermedia learning environment with a tutorial component that exploits Artificial Intelligence techniques. This hypermedia, called Logiocando, targets a special category of users, namely children of the fourth level of primary school (9-10 years old), to teach them basic concepts of logic. Two empirical evaluations of the educational impact of Logiocando have been performed. Such experiments compared two teaching approaches: the computer-based one that relies on the hypermedia system, and the traditional one that relies on classroom instruction. The studies involved a large sample of pupils of primary school. Results showed that Logiocando can certainly be considered a valid support in the process of learning and deepening logic knowledge, provided that children are adequately motivated.

Using Polvika's Model to Create a Service-Learning Partnership

Abstract: Collaboration can maximize limited resources of universities, school systems, and public health departments by offering learning from experience. Polvika's theoretical model and principles from Community-Campus Partnerships for Health guided development of a service-learning partnership among a university, a county health department, and an alternative school in a large public school district. Of three commonly identified patterns of service-learning, this partnership demonstrated the pattern that equally emphasizes service to a community or agency, and mutual learning by all participants. All organizations in the partnership share a common goal to optimize the health of children in schools, and to provide quality learning for professional students. The partnership is in its fourth year. Formal interagency agreements now exist among all partners. Individuals continue to demonstrate flexibility and mutual awareness of strengths and limitations of respective organizations. Public school students receive more services, many high-risk children achieve better learning outcomes, school nurses offer expanded services in many schools with the help of nursing students, and undergraduate and graduate nursing students gain meaningful learning experiences. Some nursing students state that school nursing has become a career goal. The partnership continues to evolve to meet changing needs of the partners. Members remain satisfied with the collaboration.

LEO: A Learning Environment Organizer to Support Computer-Mediated Instruction.

Abstract: This paper contains a description of a network-based, Learning Environment Organizer entitled LEO, which takes its impetus from the Assimilation Theory of meaningful learning [1]. LEO represents a new approach to computer-mediated augmentation of face-to-face, or hybrid courses, and a different approach to distance learning course delivery. LEO provides the learner with a graphical advance organizer for the course, links to instructional content, various completion criteria for topics, and a visual representation of student progress. The organizer is non-linear in the sense that it maps only those prerequisites that are necessary for any given topic, creating many potential paths through the material. LEO is part of a software suite entitled “CmapTools” that provides a unique method of knowledge modeling or instructional content structuring. LEO can be used to organize CmapTools-type knowledge models or any other online instructional content. This work presents a description of the software’s rationale, basic functionality, look and feel, and a discussion of an example course organizer.

Analyzing Students' Conversations in "Chat Room" Discussion Groups

Abstract: When I turned to asynchronous delivery of content for a recent educational research and evalu ation course, I wanted to supplement threaded discus sions with social interactions to better support mean ingful learning and allow students to make knowledge their own. I incorporated synchronous small group discussions among peers to replace some of what was lost by not meeting face-to-face. These discussions were to be opportunities for students to better under stand the material by hearing others' interpretations while sharing their own. In this article, I provide a qualitative content analysis of students' conversations in these chat room discussions. More and more courses are being offered for distance delivery in many disciplines (Roberson and Klotz 2001). Both the number of courses offered and the number of online degree programs doubled between 1995 and 1998 (Phillips 1999). Distance delivery includes synchronous formats, which require participants to be online at the same time, and asynchronous formats, which allow participants to work with Reagan Curtis is an assistant professor in the Department of Educational Psychology and Counseling at California State University, Northridge. more flexibility. When I turned to asyn chronous delivery for an educational research and evaluation course, I found it difficult to provide social interactions that I considered crucial for deep meaningful learning (Roberson and Klotz 2001; Vygotsky 1978). I struggled to find ways to provide social interactions within an asynchro nous delivery format. I knew I would use threaded discussions, where students post messages for each other on asynchronous discussion boards, but I wanted to supple ment them with more authentic social interactions to better support meaningful learning and allow students to construct knowledge on their own. I decided to incorporate synchronous small group dis cussions. I thought discussion among peers might replace much of what was lost in the absence of face-to-face meet ings (Verba 1994). I decided to use chat room discussion groups to make this happen (Sapone and Singh 2001). The BlackBoard Internet course delivery platform includes a Virtual Classroom component that is well suited for chat room discussions. I envisioned these groups as student support groups. Assignments consisted of discussion top ics from the readings and students' approaches to upcoming assignments. I wanted discussions to be opportunities for students to better understand the material by hearing others' interpretations while sharing their own. During the semester, students e-mailed copies of their discussions to me so that I could answer unresolved questions. Reading those discussions helped me gauge my students' comprehension in ways similar to those available in face-to face classrooms. They helped replace reading students' faces, questions during lectures, and small group activities in class. They allowed me to modify my instruction, taking each class's strengths and weaknesses into account. They allowed me to know my students as I could not have done otherwise. By the end of the semester, my general impression was that most students found the discussion groups to be very beneficial.

Cooperative Work Groups: Preparing Students for the Real World

Abstract: From the Publisher: In his new book, Mandel outlines how educators can design meaningful learning experiences that will address standards and utilize modern-day cooperative learning, brain research, and the Internet to effectively develop a student's ability to thrive in the twenty-first century's workforce.

CAMBIO CONCEPTUAL: ANÁLISIS CRÍTICO Y PROPUESTAS A LA LUZ DE LA TEORÍA DEL APRENDIZAJE SIGNIFICATIVO *§ (Conceptual change: critical analysis and proposals in the light of the meaningful learning theory)

Abstract: Unitermos: cambio conceptual; teoria del aprendizaje significativo Abstract: A critical analysis of the conceptual change issue, over a twenty-year period, is done in the light of a partial review of the literature and of meaningful learning theory. In this analysis, the need to assign new meanings to the concept of conceptual change that do not imply the idea of substitution or replacement of conceptions, in the learners' cognitive structure, is stressed. The discrimination of meanings, conceptual deve- lopment/enrichment, and conceptual evolution are proposed.

The Coupled-Inquiry Cycle: A Teacher Concerns-Based Model for Effective Student Inquiry

Abstract: The science education reform movement that emphasizes student-centered construction and meaningful understanding of science concepts, has identified inquiry teaching and learning as an effective strategy for student learning. The National Science Education Standards (National Research Council, 1996) has become, arguably, the most important single influence in reshaping K-12 science instruction in the United States during the past several years. Central to their vision of effective science teaching and learning is the strategy of student-centered inquiry as the primary vehicle for students to develop meaningful understandings of key science concepts as well as learn about the nature and process of science. During the past five years, in response to the strong emphasis on inquiry by the National Science Education Standards (NSES), I have been involved in developing and facilitating professional development workshops for K-12 science teachers on the use of inquiry strategies and practices for meaningful learning of science concepts. These workshops have been designed to model inquiry by doing hands-on investigations on a wide variety of physical, earth, and biological phenomena. In the workshops, these investigations are combined with reflection and discussion of both the inquiry experience and the vision for inquiry promoted by the NSES and other science education literature. While participant response has been generally very positive about inquiry-style learning, there has also been a great deal of concern expressed about the actual implementation of this vision in the classroom. As a result of the reflections and discussions with hundreds of K-12 teachers in more than 30 different workshops, a model of inquiry has emerged that seems to balance the vision of student-centered inquiry described in the NSES with an inquiry strategy that reflects teacher concerns. This model, called the Coupled Inquiry Cycle, combines, or "couples", "teacher guided" inquiry with "full" or "open" inquiry, into an inquiry cycle based on a learning cycle format (Dunkhase, J.A., 2000; Martin-Hansen, L., 2001). Inquiry and the National Science Education Standards (NSES) "Inquiry into authentic questions generated from student experience is the central strategy for teaching science." This powerful statement from the teaching standards section of the National Science Education Standards (NSES p. 31 ) illustrates the important role inquiry plays in the NSES vision for science education reform. Inquiry is pervasive throughout the standards as the driving force for effective teaching and learning in science. From the teaching standards to the content standards, the assessment standards, and the professional development standards, inquiry is central to the mission of acquiring scientific literacy for all learners. To further reinforce the importance of inquiry as a learning strategy for scientific literacy, the National Research Council has subsequently published an additional volume entitled Inquiry and the National Science Education Standards which is dedicated specifically to elaborating on the inquiry standards (National Research Council, 2000). What is Inquiry and Why is it so Important? Historically, science instruction and the assessment of achievement in science, has focused on students acquiring the products of scientific inquiry - content knowledge - the all too familiar encyclopedic body of facts, formulas, definitions, and equations, to be memorized and regurgitated on the chapter-end or semester-end quizzes and tests. This knowledge has not served the needs of most of our science students because they generally have not learned the science concepts meaningfully for understanding. As a result, students have not gained useful knowledge that is relevant to their lives or science understandings that help them make informed choices as scientifically literate citizens. Inquiry, on the other hand, is a much more powerful way to learn science meaningfully. …

The courage to change: challenges for teacher educators

Abstract: With the introduction of the National Qualifications Framework (NQF), the education system in South Africa changed from content-based to outcomes-based education (OBE). The Faculty of Education at the University of South Africa (UNISA) also endeavoured to shift to OBE. In addition, the faculty had been criticised for the poor quality of certain of its distance-education material and, consequently, several lecturers engaged in rewriting learning material. During the transition period, when materials written according to ";old"; approaches and already-updated new materials, were simultaneously in use, research was undertaken to determine the preferences of Honours BEd learners regarding learning material. Questionnaires were mailed to 2 421 Honours BEd learners residing in South Africa and 818 were returned. Analysis of the returned questionnaires indicated that the learners revealed ambiguity in their responses. They recorded a willingness to move towards more meaningful learning approaches. Yet, at the same time they seemed to prefer traditional teaching practices for various reasons. This finding poses special challenges to lecturers if learners are to realise effective learning. To be able to meet these challenges, lecturers need to change their traditional teaching practice and therefore require relevant training. Training should focus on course design, the use of media other than print, and contemporary learning theories. (South African Journal of Education: 2003 23 (1): 6-12)

Peer-to-peer learning with open-ended writable Web

Abstract: In spite of advances in educational technology, most Web-based computer science courses rely on costly pre-made learning materials. By shifting the emphasis to peer-to-peer learning and other student-centred learning principles, more meaningful learning process can be accomplished, without preparing stand-alone Web-courses. A course applying these principles is presented along with a tool built for the purpose. The tool offers the possibility to build a joint information pool and publish new work while constructing knowledge by collaborative annotation of the information or published work. According to our experince, transparency in the learning process is also well-accepted and viewed beneficial by the students.

Online self-assessment as a learning method

Abstract: Algorithms and Programming Languages is a core subject in the BS degree in mathematics at the authors' university. Some of the students are very interested in computer programming but most of them find the subject quite hard. This situation is particularly stressed when concerning theoretical aspects and, in fact, many students view these areas as the main difficulty of the subject. Because of this, the authors decided to explore new ways to improve the student learning of theoretical concepts. Thus, they analyzed the use of online self-assessment tools as a self-learning system. To perform this analysis two different kinds of tools were chosen and the authors developed an experiment to evaluate, on one hand, the possible use of self-assessment tools as self-learning systems and, on the other hand, to compare the tools to each other.

The application of information technology in the teaching of veterinary epidemiology and public health.

Abstract: Information technology (IT) is an imprecise term currently used to describe computer-based techniques for data manipulation, storage, dissemination, publication, and retrieval. IT possesses several characteristics that promote meaningful learning, including (1) just-in-time, personalized; (2) student-centered versus teacher-centric; (3) self-paced; (4) anytime, anywhere; and (5) discovery (through bibliographic and other information searches). However, if done improperly, IT-based teaching can be counterproductive. Factors to consider when evaluating the effectiveness of IT-based teaching methods include (1) content, (2) learning, (3) delivery support, (4) usability, and (5) technological. IT has been used to support instruction in epidemiology and public health at many levels, ranging from basic computer literacy to hands-on training in epidemiological methods through computer-based problem sets, case workups, outbreak investigations, and tutorials. Online quizzes based on articles selected from practice...

Middle School Students' Ideas about the purposes of Laboratory Work

Abstract: Researches on laboratory work show that students often achieve little meaningful learning through laboratory work. One reason for this failure is that students often do not know the different types of laboratory work and the 'purposes' of them. Therefore, this study investigated middle school student' ideas about the purposes of laboratory work. To seventh grade students(n=147) of middle school in Seoul, Korea, we asked (Question 1) "Why do scientists do laboratory work?" and (Question 2) "Why do you do laboratory work in science classes?" It was required a short essay including the reasons and examples of them. From the results, it was found that 56.8% of the students had ideas that scientists do laboratory work for discovering new facts or inventing something, and 82.9% of the students responded that they do laboratory work for understanding and memorizing the contents of science textbook. In addition, the differences according to gender and to school achievement level, and the relationship between the ideas about scientists' laboratory work and about school science laboratory work were examined. The results showed that boys responded 'social usefulness' more frequently than girl, while girls mentioned 'personal pleasure' more frequently than boys in relation to the purposes of scientists' laboratory work(p

Maximizing Research Methods Instruction

Abstract: Teaching undergraduate students about scholarly research methods can boa daunting task. A teacher often must dispel several myths about the course before academic content can be addressed effectively. Many students are convinced that communication study should not involve numbers - or worse, formulas - and thus they may be quite anxious about empirical approaches to discovery. But if a teacher can get students past the initial reservations they bring to the classroom, research methods can be among the most gratifying courses to teach, as students learn to examine social phenomena with greater rigor and to be more careful about making all-inclusive, sweeping statements regarding the steps of a process or the significance of a relationship. In terms of broader institutional goals, communication programs can demonstrate centrality to a university mission by requiring the methods course, just as political science, psychology and sociology do. Few trustees, presidents and provosts question the importance of the social sciences, and when assertions about "professional training" arise, communication administrators must be able to articulate how curricula produce educated students, not simply able practitioners. At a time when state universities are cutting faculty and classes, as well as increasing tuition and fees, programs that fail to demonstrate their respective worth may face drastic funding reductions, and in some cases, outright elimination. From a pedagogical standpoint, Lee C. Bollinger, president of Columbia University, recently addressed the future of journalism education there, focusing on the need for students to develop more than fundamental journalism skills during their time in a university environment.1 "To pit the teaching of craft against the teaching of intellectual capacity," Bollinger argued, "is to pose a false choice. The questions are what part of doing journalism should be used for educational purposes and how should the integration with other forms of learning occur."2 The goal of this essay is to offer some insights on how to maximize the research methods course, such that students will take from the course a meaningful learning experience-as opposed to a short-term exercise on memorizing terms-and, ideally, administrators who review the course will recognize communication as an academic discipline rich in theory and methodology.3 The article builds on earlier work by the author,4 as well as on other works discussing methods instruction5 in addressing how the fundamental tenets of empiricism and classic thought on the philosophy of science can be used as a backdrop for teaching an effective course in communication research methods. It proceeds from the assumption that while building a research vocabulary is central to the mission of an undergraduate education (methods students should indeed understand the difference between reliability and validity, for instance) so too is appreciating how abstract ideas apply to life outside the methods classroom. What students learn in a methods course, in short, can substantially impact how they will perform in their chosen professions and how they will come to make decisions in the years following formal education. How rigorous, for example, will students be in distinguishing science from cleverly worded pseudo-science? Will they be educated about the manipulation of numbers for partisan gain? Will they ask important questions about causality before composing news articles or assembling organizational reports that simply assume its presence? Will they learn to make sound ethical judgments about conducting and reporting the results of research studies? Given these kinds of questions, it behooves a methods instructor to consider the class from a macroscopic standpoint, teaching students about the nature of knowledge gain through consistent application of scientific methods and the search for evidence.6 The course then will build on itself as the term progresses, with the instructor describing for students the linkages between subjects addressed in separate book chapters. …

Competence-based education: An example from vocational practice.

Abstract: First, the existing confusion about competence-based education is described: the behavioristic, generic and holistic approach. The following definition is formulated: Competence-based education is creating opportunities for students and workers, close to their world of experience in a meaningful learning environment (preferable the professional practice) wherein the learner can develop integrated performance-oriented capabilities to handle the problems in practice. The principles described in this article have been formulated by various authors. Central question in this paper is: What are the experiences of the different groups involved with competence-based education, and to what extent do those experiences influence the principles formulated? Most principles are useful, but more attention has to be paid on coaching.

"We closed our books and put them away." Learning Stories from Mozambique - A Critical Reflection on Communicating about the Reality and Future of Learning

Abstract: Does learning perpetuate existing structures and reality or open the doors to change? What constitutes meaningful learning for people in Mozambique and what implications should the manner in which they communicate this experience have for development interventions? This paper presents and analyzes the learning stories of a selection of women and men from rural Mozambique. The lessons from this qualitative study underscore how learning needs and opportunities as formulated by the target group continue to be at odds with the delivery and formal conceptualization of education. The implications of this conclusion for development interventions are discussed. Critical recommendations are made for an expanded role of communication and media as a vehicle for promoting debate and discussion and for the adoption and implementation of basic ethical guidelines for development interventions. 1. Learning stories as a tool for understanding People's perceptions of what learning is are often confused and they vary widely. This is not unusual with concepts that are commonly used. Many people would also have great difficulty trying to describe what is, in their view, 'beauty' or 'love.' Their ideas about these concepts may be as varied as we found them to be about the meaning of learning. In the context of the research reported on in this paper, we claim that it is important to raise the question of the meaning of learning for at least the following two reasons. In the so-called developed part of the world a whole industry, called education, is based on the