Showing papers on "Meaningful learning published in 2004"
TL;DR: The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
Abstract: The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.
3,459 citations
TL;DR: The basics of cognitive load theory are described, the origins of the instructional implications are sketched, the articles accepted for this special issue as a representative sample of current research in this area are introduced, and the overall results in the context of the theory are discussed.
Abstract: Within the cognitive load theory research community it has become customary to report theoretical and empirical progress at international conference symposia and in special issues of journals (e.g., Educational Psychologist 2003; Learning and Instruction 2002). The continuation of this custom at the 10th European Conference for Research on Learning and Instruction, 2003, in Padova, Italy, has materialized in this special issue of Instructional Science on the instructional implications of the interaction between information structures and cognitive architecture. Since the 1990s this interaction has begun to emerge as an explicit field of study for instructional designers and researchers. In this introduction, we describe the basics of cognitive load theory, sketch the origins of the instructional implications, introduce the articles accepted for this special issue as a representative sample of current research in this area, and discuss the overall results in the context of the theory. It is generally accepted that performance degrades at the cognitive load extremes of either excessively low load (underload) or excessively high load (overload) – see e.g., Teigen (1994). Under conditions of both underload and overload, learners may cease to learn. So, whereas learning situations with low processing demands will benefit from practice conditions that increase the load and challenge the learner, learning situations with an extremely high load will benefit from practice conditions that reduce the load to more manageable levels (Wulf and Shea 2002). Cognitive load theory (CLT; Paas, Renkl and Sweller 2003; Sweller 1988, 1999) is mainly concerned with the learning of complex cognitive tasks, where learners are often overwhelmed by the number of information elements and their interactions that need to be processed simultaneously before meaningful learning can commence. Instructional control of this (too) high load, in order to attain meaningful learning in complex cognitive domains, has
923 citations
TL;DR: In this article, the authors presented a personalized or non-personalized version of a narrated animation explaining how the human respiratory system works, where the narration was in formal style, whereas the narration for the personalized version was in conversational style in which “the” was changed to “your” in 12 places.
Abstract: Students received a personalized or nonpersonalized version of a narrated animation explaining how the human respiratory system works. The narration for the nonpersonalized version was in formal style, whereas the narration for the personalized version was in conversational style in which “the” was changed to “your” in 12 places. In 3 experiments, students who received the personalized version scored significantly higher on transfer tests but not on retention tests than did students who received the nonpersonalized version. The results are consistent with a cognitive theory of multimedia learning in which personalization causes students to actively process the incoming material. Suppose you are sitting at your computer, exploring a Web site on health information. You click on a link about how the human respiratory system works, and you see a short presentation on the screen. The presentation consists of an animation depicting the processes of inhaling air into the lungs, exchanging oxygen from the lungs into the bloodstream and carbon dioxide from the bloodstream into the lungs, and exhaling air out of the body. The presentation also consists of a corresponding narration spoken in a human voice describing the processes being shown in the animation. Figure 1 shows frames from the animation along with the corresponding narration. This is an example of a multimedia learning situation because the instructional message consists of words—in the form of narration—and pictures—in the form of animation (Mayer, 2001). During the past decade, researchers increasingly have been exploring ways of fostering meaningful learning in computer-based multimedia learning environments (Mayer, 2001; Rouet, Levonen, & Biardeau, 2001; Sweller, 1999). The two most important paths toward fostering meaningful learning are (a) to design multimedia instructional messages in ways that reduce cognitive load (Mayer & Moreno, 2003; Paas, Renkl, & Sweller, 2003; Van Merrienboer, Kirschner, & Kester, 2003), thus making more capacity available for deep cognitive processing during learning, and (b) to increase the learner’s interest (Harp & Mayer, 1998; Mayer, Sobko, & Mautone, 2003; Moreno & Mayer, 2000; Renninger, Hidi, & Krapp, 1992), thus causing the learner to use the available capacity for deep processing during learning. Examples of techniques to reduce cognitive load in computerbased multimedia presentations include eliminating extraneous words, sounds, and pictures (coherence principle), presenting words as narration rather than as on-screen text (modality principle), placing on-screen text near rather than far from corresponding pictures (spatial contiguity principle), and presenting narrative simultaneously with corresponding animation rather than successively (temporal contiguity principle). Overall, design principles aimed at reducing cognitive load succeed when they free up limited cognitive capacity that was being used for extraneous processing and make it available for deep cognitive processing during learning. Design principles that reduce cognitive load in multimedia learning are based on a large and growing research base. Examples of techniques to increase learner interest in computerbased multimedia presentations include using a human voice rather than a machine voice (voice principle) and using words in a conversational style rather than a formal style (personalization principle). Overall, design principles based on increasing interest succeed when they encourage learners to use their available cognitive capacity for active cognitive processing during learning— that is, to organize the presented material into coherent representations and integrate the pictorial and verbal representations with each other and with prior knowledge. In contrast to research on cognitive load, there is not yet a large research base concerning design principles that increase the learner’s interest in multimedia learning.
276 citations
TL;DR: In this paper, the authors investigated differences and shifts in learning and motivation constructs among male and female students in a non-majors, yearlong structured inquiry college physics course and examined how these variables were related to physics understanding and course achievement.
Abstract: This study investigated differences and shifts in learning and motivation constructs among male and female students in a nonmajors, yearlong structured inquiry college physics course and examined how these variables were related to physics understanding and course achievement. Tests and questionnaires measured students' learning approaches, motivational goals, self-efficacy, epistemological beliefs, scientific reasoning abilities, and understanding of central physics concepts at the beginning and end of the course. Course achievement scores were also obtained. The findings showed that male students had significantly higher self-efficacy, performance goals, and physics understanding compared to females, which persisted throughout the course. Differential shifts were found in students' meaningful learning approaches, with females tending to use less meaningful learning from beginning to end of the course; and males using more meaningful learning over this time period. For both males and females, self-efficacy significantly predicted physics understanding and course achievement. For females, higher reasoning ability was also a significant predictor of understanding and achievement; whereas for males, learning goals and rote learning were significant predictors, but in a negative direction. The findings reveal that different variables of learning and motivation may be important for females' success in inquiry physics compared to males. Instructors should be cognizant of those needs in order to best help all students learn and achieve in college physics.
214 citations
TL;DR: In this paper, the degree of cognitive conflict induced by a discrepant event from a cognitive perspective was defined and quantified, and the relationship between cognitive conflict and conceptual change was investigated.
Abstract: In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students' cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as a conceptual change intervention. A conception test was administered as a posttest. In analysing students' responses to the discrepant event, seven types of responses were identified: Rejection, reinterpretation, exclusion, uncertainty, peripheral belief change, belief decrease, and belief change. These types were then ordered into four levels. The results indicated that there existed a significant correlation between cognitive conflict and conceptual change. t-test results revealed that there were statistically significant differences in the degree of cognitive conflict by the levels of students' logical thinking ability and field dependence/independence. Meaningful learning approach, however, was found to have no statistically significant effect on cognitive conflict. Educational implications are discussed.
128 citations
TL;DR: In this article, the authors argue that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning and propose to re-conceptualize assessment criteria as learning criteria using Biggs' principle of constructive alignment.
Abstract: In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re‐conceptualize assessment criteria as ‘learning criteria’ using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text‐based adaptation of the problem‐based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge
126 citations
TL;DR: This article explains one solution, which was considered and explored prior to implementation for the assessment of an inquiry-based module in nurse education, to provide consolidation of prior learning from the core content of the module.
119 citations
TL;DR: Student attitudes to concept maps are suggested to be broadly not influenced by preferred learning styles and the potential of concept maps to address a variety of different learning styles is highlighted to facilitate ‘teaching to all types’.
Abstract: Concept maps that integrate and relate concepts in a nonlinear fashion are widely accepted as an educational tool that can underpin meaningful learning in medical education. However, student take-up may be affected by a number of cognitive and non-cognitive influences. In the present study, student attitudes to pre-prepared concept maps introduced in Stage 2 conjoint MPharm and BSc Pharmacology lectures were examined in relation to preferred learning styles according to the Felder-Silverman model. There was no statistically significant influence of dichotomous learning style dimension (sensing/intuitive; visual/verbal; active/reflector; sequential/global) on the self-reported utility of such concept maps to learning. However, when strength of preference was analysed within each dimension, moderate/strong verbal learners were found to be significantly less likely to self-report concept maps as useful relative to mild verbal learners. With this important exception, these data now suggest that student attitudes to concept maps are broadly not influenced by preferred learning styles and furthermore highlight the potential of concept maps to address a variety of different learning styles and thereby facilitate 'teaching to all types'. Concept maps could therefore potentially assist motivation, engagement and deep learning in medical and biomedical science education when used as a supplement to more traditional teaching/learning activities.
115 citations
TL;DR: In this paper, secondary school students were asked to state their preference for an objectivist or a constructivist learning environment and consider the consequent implications for their role as a learner.
Abstract: Secondary school students were asked to state their preference for an objectivist or a constructivist learning environment and consider the consequent implications for their role as a learner. They did this by identifying with the dialogue depicted in two concept cartoons. Results indicate an overwhelming preference among students for a constructivist learning environment. This suggests not only that students would be receptive to moves by teachers towards more constructivist principles in the classroom, but also that a failure to promote such a transition may contribute to an epistemological gap between teaching and learning styles that will be an impediment to meaningful learning. Students anticipated constructivist learning environments would be more interesting, more effective at developing students' understanding and would permit them to take greater ownership of their learning. Some limitations of the study are described.
101 citations
TL;DR: In this article, a teaching framework for transformative multicultural social work education that addresses students' individual learning needs and characteristics is proposed, using dimensions of cultural knowledge and cultural sensitivity to represent four potential stances of cross-cultural learning in students.
Abstract: A major challenge in multicultural social work education is fostering meaningful learning experiences for students by matching educational methods and content to students' individual learning needs and characteristics. Building upon transformative learning theory developed by Jack Mezirow, this paper proposes a teaching framework for transformative multicultural social work education that addresses students' individual learning needs and characteristics. This framework uses the dimensions of cultural knowledge and cultural sensitivity to represent four potential stances of cross-cultural learning in students. The paper provides a detail discussion regarding the learning needs and learning foci of students at each stance, and useful teaching strategies and activities that enhance students' transformative learning process so that they develop integrative knowledge about self and others in a dynamic multicultural society from multiple perspectives.
101 citations
01 Sep 2004
TL;DR: It is proposed that good theory-based use of the appropriate technology can increase the benefits of using concept maps in education and lead to dramatically improved education.
Abstract: There is today almost universal agreement that every learner must construct her/his own knowledge structure, or cognitive structure, through her/his own efforts. The commitment to building a powerful knowledge structure must be the learner's commitment. There is less universal recognition that knowledge structures are built primarily through meaningful learning, and by contrast, rote learning or simply memorizing information contributes little to building a person's knowledge structure. We believe that Ausubel's cognitive learning theory (Ausubel, 1963, 2000) provides a strong foundation on which to improve teaching and learning. We shall seek to illustrate this through efforts that employ constructivist epistemology and constructivist cognitive psychology, together with the use of the Internet and CmapTools, a software toolkit to aid in the construction of concept maps. CmapTools can serve as the foundation for a new kind of integration of Internet resources and all classroom, laboratory, and field experiences, and when used with "expert skeletal " concept maps to scaffold learning, they provide for a New Model for Education. Concept maps have been used in all facets of education and training. With the fundamental goal of fostering learning (Novak & Gowin, 1984), they have been shown to be an effective tool for -and we don't pretend to provide an exhaustive list- evaluation, displaying students' prior knowledge, summarizing what has been learned, note taking, aiding study, planning, scaffolding for understanding, consolidating educational experiences, improving affective conditions for learning, teaching critical thinking, supporting cooperation and collaboration, and organizing content (Coffey et al., 2003). We are aware that new technologies have failed to deliver on the false expectation of being the solution to education's problems, however, we propose that good theory-based use of the appropriate technology can increase the benefits of using concept maps in education and lead to dramatically improved education. In this paper we first explore the power of CmapTools and how these can support concept mapping and integration of a whole array of learning experiences, and then discuss how these tools and new ideas can lead to a New Model for Education.
TL;DR: In this article, the conceptual understanding and reasoning skills of advanced undergraduates as they make the transition from a traditional sequence in introductory calculus-based physics to their first course in upper-level mechanics are probed.
Abstract: The conceptual understanding and reasoning skills of advanced undergraduates as they make the transition from a traditional sequence in introductory calculus-based physics to their first course in upper-level mechanics are probed. The results thus far are consistent with findings from other investigations in upper-division courses, which indicate that persistent difficulties with fundamental concepts can hinder meaningful learning of advanced topics. To address this problem, the tutorial approach developed at the University of Washington has been adapted and incorporated into the intermediate mechanics course at Grand Valley State University. This modification has produced promising results.
Journal Article•
TL;DR: Meaningful learning results from the recognition of a problem, the intention to solve it, the conceptual understanding of the system in which the problem occurs, the genera-tion and evaluation of alternative solutions based on alternative perspectives, and refection on the activities that resulted in its solution.
Abstract: SUMMARY The concept of learning objects as described byLearning Objects by CISCO and LearningTechnology Standards Committee of IEEEprovideS technological affordances articulatedby computer scientists. None of these affor-dances evidence any understanding of contem-porary conceptions of meaningful learning. Thetheories and models on which objects are classi-fied as learning objects represent a prior para-digm of learning. While those models are effec-tive for supporting declarative knowledgeacquisition, they are insufficient for supportingcomplex problem solving. While manyresearchers and developers comprehend andsupport broader conceptions of learning objects,the official standards for defining them are prob-ably unable to support meaningful, problem-based learning. The RLO strategy is focused only on commer-cial viability, not viability of learning. If thelearning product can be produced and distrib-uted more efficiently, then somebody will reapgreater returns on the investment. Althoughlearning often occurs within the context of com-mercial operations (indeed, as Peter Senge hasshown that the most successful operations arethose who learn better), learning is not a com-mercial process. Meaningful learning resultsfrom the recognition of a problem, the intentionto solve it, the conceptual understanding of thesystem in which the problem occurs, the genera-tion and evaluation of alternative solutionsbased on alternative perspectives, and refectionon the activities that resulted in its solution.Meaningful learning can be supported commer-cially if a whole new set of assumptions, con-ceptions, models, theories, and methods areadopted by the commercial e-learning vendors.Meaningful learning may also be affected bycommercial interests. But learning is not a com-mercial process. Software developers at CISCO and elsewherewill argue that adding this kind of complexity toour conceptions of learning objects and metatag-ging standards will make the storage, retrieval,sharing, and reusability of a resource databaseclumsy if not unwieldy. If so, the fault lies not inthe computers or databases, but in the ability ofsoftware engineers to educate users on themeaning of these functions. The currentmetatagging standards convey a frighteninglysimplified concept of learning that can only sup-port declarative knowledge acquisition. Theissue is simple; which is more important, systemperformance or learner performance? ➪
TL;DR: In this article, the authors examined the significance of social affordances, specifically social presence, on university students' initial and final appraisals of a cross-national online learning experience that was embedded in their course of study on intercultural learning and education.
Abstract: The potential of online learning for enhancing international education is substantial, yet few studies have explored the conditions under which students feel motivated and engage productively in cross-national online interchange. This article examines the significance of social affordances, specifically social presence, on university students’ initial and final appraisals of a cross-national online learning experience that was embedded in their course of study on intercultural learning and education. Content analysis of their engagement in asynchronous and synchronous activities showed a substantial amount of social interchange and meaningful learning but limited evidence of social negotiation of meaning. The study highlights the range of issues faced by designers of cross-national online learning projects.
Posted Content•
TL;DR: This paper provides a framework for using concept mapping as an enabling technique for meaningful learning in accounting education, and includes a developed inventory of ready-to-use concept maps for introductory financial accounting courses, facilitating the use and experimentation with concept maps to enhance students' learning experiences.
Abstract: This paper provides a framework for using concept mapping as an enabling technique for meaningful learning in accounting education. It includes a developed inventory of ready-to-use concept maps for introductory financial accounting courses, facilitating the use and experimentation with concept maps to enhance students' learning experiences. A comprehensive review of the extant literature reveals concept mapping as an effective educational tool and technique that promotes meaningful learning by students in many other disciplines. From this, one can conclude that it may be a valuable and versatile tool in accounting education as well. It is also an innovative classroom pedagogy that promotes the development of self-learning and life-long learning skills sought by the early change agents in our profession, validated more recently in the joint AAA, AICPA, IMA report (Albrecht & Sack 2000). Concept mapping is a profoundly enriching learning tool that involves a process of externalizing, through drawing and diagrams, the mental connections and association patterns that a student makes on knowledge learned (Angelo & Cross 1993). It has been widely used in other disciplines to develop more complete and organized knowledge structures from which meaningful learning develops and higher-order thinking skills build. Originally designed by Joseph Novak in connection with concept learning in science courses, concept mapping is based on Ausubel's (1963, 1968) learning assimilation theory of how cognitive knowledge is developed structurally by a learner (Novak & Gowin 1984). This underlying learning theory includes elements essential to the development of meaningful learning: hierarchical structure (inclusive framework), progressive differentiation (enlarged set of ideas and concepts), and integrative reconciliation (perceived interrelationships).
TL;DR: Learning outcomes from international traineeships for undergraduate medical students are studied to explore learning outcomes from global medical students’ experiences.
Abstract: Objective To explore learning outcomes from international traineeships for undergraduate medical students.
Methods In-depth interviews were conducted with 24 undergraduate medical students at Maastricht University Medical School, the Netherlands. The 24 subjects were selected by purposeful sampling.
Results Students reported meaningful learning outcomes in 6 domains: medical knowledge; skills; international health care organisation; international medical education; society and culture, and personal growth.
Discussion International traineeships appear to provide good opportunities for students to meet the requirements of globalisation as well as some of the generic objectives of undergraduate medical education. The tentative findings of this study need to be confirmed by further studies.
30 Aug 2004
TL;DR: This paper discusses how cognitive and socio-cognitive processes generally involved in learning and collaborative knowledge building relate to the specific characteristics of hyperlinked videos, informing their design and introduces two concepts, which provide tools for crafting and interacting with non-linear knowledge structures based on dynamic video information.
Abstract: The aim of this paper is to discuss how new video based technologies, such as hypervideo, can provide authentic contexts to support meaningful learning. We approach the issue from both cognitive-psychological and technological perspectives. First, we discuss how cognitive and socio-cognitive processes generally involved in learning and collaborative knowledge building relate to the specific characteristics of hyperlinked videos, informing their design. Then, with regard to technology, we introduce two concepts, which provide tools for crafting and interacting with non-linear knowledge structures based on dynamic video information. Case studies and first research findings are presented and prospects for future research are outlined.
TL;DR: An evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan, shows students were able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions.
Abstract: Despite a rise in the use of handheld computers in classrooms, meaningful learning with personal digital assistant (PDA) technology remains poorly studied. We report results from an evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan. We provide new information on design decisions and usability of our customized software; discuss learner use and preferences; and report rates of data accuracy. Most students were able to enter simple animal observations using an icon-driven, largely linear interface. The interface helped expand the types of data students were aware of, and allowed them to view and review their entries and flag them as uncertain, factors important in supporting accurate data collection. Other BioKIDS research indicates students were subsequently able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions. The BioKIDS Sequence and PDA technology therefore represent a meaningful use of technology to support scientific reasoning.
Journal Article•
TL;DR: In this article, a research based study handled the attitudes of students towards computers and its new trends by the way; attitudes towards teacher-centered instruction versus student centered instruction and tendency towards the place of technology in learning and teaching process can be determined with the reflections of the statistical surveys.
Abstract: With the developments of Information High Technology, all applications of the instruction start to have tendency towards technology based instruction instead of directed, teacher-centered instruction It is important to mention that computers are the main instructional support to the learning and teaching process As a human being, there is an adaptation process of the new developments and implications as well Therefore; the research based study handled the attitudes of students towards computers and its new trends By the way; attitudes towards teacher-centered instruction versus student centered instruction and tendency towards the place of technology in learning and teaching process can be determined with the reflections of the statistical surveys Required research reflected the consciousness about the use of computer in every day of life and educational cycle as well It is important to mention that computers require more alternatives and advantages to students and their educational studies Computers provide fast, easy research and analysis for the students studying field As a technological tool, it provides the equal standards, opportunities and easy path for the successful understanding and also meaningful learning for students In order to be reflective, recommend on the usage of computers and facilities, there should be examination of the thoughts, attitudes of students towards computer
TL;DR: This article created a concept mapping assignment that emphasizes meaningful learning and discourages rote memorization of course material, thereby improving student retention of pharmacy communica cation and improving course completion.
Abstract: Objective. To create a concept mapping assignment that emphasizes meaningful learning and discourages rote memorization of course material, thereby improving student retention of pharmacy communica...
TL;DR: It is essential that the students be assessed to determined whether they have reached the goal of meaningful learning, and creating an active learning environment in which the learner can acquire the needed information, continually test the mental models being built, and correct or refine those models as needed.
Abstract: If you understand something, you can use the information you have acquired to solve problems to which that knowledge is relevant. Meaningful learning is learning with understanding. Achieving meaningful learning begins with the building of correct, appropriate mental models, or representations, of the knowledge being acquired. The next step is learning to use the available mental models to solve problems. In many of the biomedical sciences, this means being able to either calculate something, predict the responses of the system, or explain the responses of the system. Since only the learner can do the learning, the only possible role for the teacher is to help the learner to learn. This means creating an active learning environment in which the learner can acquire the needed information, continually test the mental models being built, and correct or refine those models as needed. In an active learning environment, students are given ample opportunities to learn to solve problems. If the goal of the course...
TL;DR: Findings showed that students valued lectures to develop what they believed to be their own understanding of the topic and used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning.
Abstract: This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K–12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.
TL;DR: In this article, the inventor of concept maps, Joseph Novak, explains how that idea was born thirty years ago, as a student he developed a passion for education, trying to find better ways to educ...
Abstract: Joseph Novak, the inventor of concept maps, explains in this interview how that idea was born thirty years ago. As a student he developed a passion for education, trying to find better ways to educ...
TL;DR: This paper identified and explored particular challenges for white educators teaching race, racism and multiculturalism, and strategies are offered to help white instructors to constructively meet these challenges and create meaningful learning environments for all students.
Abstract: Teaching about race, racism and multiculturalism is challenging for all instructors. This paper identifies and explores particular challenges for white educators teaching this material. Strategies are offered to help white instructors to constructively meet these challenges and create meaningful learning environments for all students.
Journal Article•
TL;DR: For example, Bransford et al. as mentioned in this paper found that the key is not the particular instructional strategies that are used, but rather engaging students in ways that lead to their conceptual understanding.
Abstract: Findings from the Inside the Classroom Study suggest that the key is not the particular instructional strategies that are used, but rather engaging students in ways that lead to their conceptual understanding For the past few decades, the nation's attention has focused with varying intensity on the quality of science education Out of concern that an overemphasis on science vocabulary had led to a misrepresentation of the nature of science, the National Science Education Standards argued for more attention to inquiry as the hallmark of good science instruction (National Research Council, 1996) However, there continue to be differences of opinion about the extent to which student inquiry should be directed by the teacher and/or instructional materials, with some accepting guided discovery as appropriate inquiry, and others defining inquiry as students devising their own approaches to answering their own questions One line of reasoning is that given the time required, if the curriculum includes a great deal of open inquiry, students will not have an opportunity to learn many important science concepts In some cases, use of hands-on activities has been equated with inquiry; others note that hands-on without minds-on is hardly scientific; while still others point out that computer simulations and even thought experiments may also count as inquiry Although there is not always agreement about the best instructional strategies, there does appear to be consensus that the goal of science instruction is teaching for understanding, not only understanding of science disciplinary content, but also understanding the centrality of inquiry in science Understanding is defined generally in the literature, as "a matter of being able to do a variety of thoughtdemanding things with a topic-like explaining, finding evidence and examples, generalizing, applying, analogizing, and representing the topic in a new way" (Perkins and Blythe, 1994) It is also "the capacity to use current knowledge, concepts, and skills to illuminate new problems" (Gardner and Boix-Mansilla, 1994) These definitions are usually not the focus of debate Divergence in the science education community centers on the process of how students attain these understandings The most prominent theories on how students develop understanding are based on the idea that learning, in children as well as in adults, is active (Bransford et al, 2003) Piaget suggested that learning involves the acquisition of organized knowledge structures "[and] the gradual acquisition of strategies for remembering, understanding, and solving problems" (Bransford et al, 2003) Vygotsky stressed, among other things, the importance of social interaction for learning (Greeno, 1997) Ausubel (1967a) suggested that regardless of whether one experiences "reception learning" (the acquisition of information through lecture, print, image, etc) or "discovery learning" (through which the principal content must be discovered by the learner), the learner must be able to relate new information to existing cognitive structures in order for learning to be meaningful These theories have vast implications for instructional practice Since students clearly enter the classroom with knowledge and ideas about the world (Bransford et al, 2003), teachers must identify and evaluate student preconceptions and incorporate this understanding into instructional decision-making (Ausubel 1967a, 1967b; Bransford et al, 2003; Carey and Smith, 1993; Tytler, 2002) Under the right conditions, students integrate these ideas with new concepts and information and arrive at a deeper level of understanding, what Ausubel (1967a) termed, meaningful learning Science teachers are challenged on a daily basis with understanding student preconceptions and creating the "right conditions" for meaningful learning of science concepts to occur Science instruction needs to be contextualized for students …
TL;DR: Taniguchi et al. as mentioned in this paper found that meaningful learning experiences were identified by participants who experienced a period of awkwardness followed by a purifying process, or sublimation.
Abstract: OUTDOOR EDUCATION AND MEANINGFUL LEARNING: FINDING THE ATTRIBUTES OF MEANINGFUL LEARNING EXPERIENCES IN AN OUTDOOR EDUCATION PROGRAM Stacy T. Taniguchi Department of Educational Leadership and Foundations Doctor of Philosophy This phenomenological study sought to identify the common attributes of meaningful learning experiences as found in an outdoor education program. The pragmatic educational philosophy of John Dewey provides the rationale for the essence of meaningful learning in our schools and this research identifies the attributes of educative reflective experiences that are also meaningful learning experiences. Thirteen students enrolled in the Wilderness Writing Program, offered during the fall semester of 2003 at Brigham Young University in Provo, Utah, made up the focus group of this study. Their participation in four outdoor recreational activities and their reflections about their experiences became the basis of this research. Through written journal entries, focus group discussions, observations, and writing assignments, this study took a qualitative approach to identifying patterns of attributes that appeared to occur in meaningful learning experiences. This study found that meaningful learning experiences were identified by participants who experienced a period of awkwardness followed by a purifying process, or sublimation. A reflective period allowed for reconstruction of a person’s view of himself or herself and this was closely tied with feedback from others in the group. The findings of this study can give educators specific components that appear to be crucial ingredients to meaningful learning experiences.
12 Jan 2004
TL;DR: In this article, the authors propose a sustainable cognitive model of conscientious learning (SCMCL) aimed at overcoming those critical points, to that end defining the terms Sustained learning, isolated learning and support concept.
Abstract: Constructivism and Science-Technology-Society approaches are particularly related to the significance of learning. Meaningful learning and its antagonist, rote learning are words highly used in educational literature. Practical usage of these words has brought about a simplification of the former, which is nowadays strongly associated with the teaching of motivational issues, and has undervalued the latter. These facts are considered in this paper. We propose a Sustainable Cognitive Model of Conscientious Learning (SCMCL) aimed at overcoming those critical points, to that end defining the terms Sustained learning, isolated learning and support concept.
01 Jan 2004
TL;DR: An initiative that utilised a combination of “Project based Learning” and a “Learning with Technology” approach to investigate how students could learn with Digital Video technology through collaborative project based learning activities is discussed.
Abstract: This paper discusses an initiative that utilised a combination of “Project based Learning” and a “Learning with Technology” approach. Project based learning emphasises group work and knowledge construction whereas learning with technology emphasises using technology as a tool to promote thinking. A Digital Video (DV) Camp project was organised at the Hong Kong Institute of Education with twenty teacher education students to explore how technology could enhance meaningful learning in a project based learning environment. The objective of the project was to investigate how students could learn with Digital Video technology through collaborative project based learning activities. The paper discusses how students utilised DV technology in small groups to produce two DV outputs – a one minute introduction of their group members and a three minute DV on a specific topic. Student feedback and evaluation was positive in relation to the approach and feedback was used to reorganise another DV camp in the subsequent year. Implications for the approach are discussed.
Journal Article•
TL;DR: This article used educational psychology research on achievement goal theory and the TARGET conceptual framework, originally proposed by Ames (1992) and Epstein (1988), to model how research in these areas can help teachers create classroom environments that are focused on meaningful learning.
Abstract: As teachers begin to respond to educational reform efforts that stipulate the use of research-based practices in the classroom and translate them into feasible everyday approaches in the secondary classroom, many have turned to the field of educational psychology for guidance. This article uses educational psychology research on achievement goal theory and the TARGET conceptual framework, originally proposed by Ames (1992) and Epstein (1988), to model how research in these areas can help teachers create classroom environments that are focused on meaningful learning. By briefly considering the relevant research and the examples that illustrate the application of the research, teachers should be able to create learning environments that focus on mastery goals. ACHIEVEMENT GOAL THEORY According to achievement goal theory, two very different messages can be conveyed in the classroom depending on whether the environment is characterized by mastery or performance goals (Ames, 1992; Dweck, 1996; Pintrich, 2000). Mastery goals are goals that are focused on engaging in achievement behavior with the purpose of developing one's competence, while performance goals are ones where the purpose of engaging in achievement behavior is to demonstrate one's competence or avoid the demonstration of a lack of competence (Kaplan, Middleton, Urdan, & Midgley, 2002). Within environments that emphasize mastery goals, teachers convey the belief that greater effort will lead to better outcomes. Mastery-oriented environments encourage students to set standards for their own performance, to view the development of new skills as a necessary outcome of learning tasks, and to accept, and persist in, challenging learning situations. By contrast, in environments highlighting performance goals, students often perceive trying hard as indicative of a lack of ability. Performance-oriented environments define success relative to others' performance and often discourage students from taking on challenging achievement experiences (See Pintrich and Schunk, 2002, for a review of relevant studies). Because students are so concerned with "looking smart," in such environments, they often avoid seeking help and may even avoid academic tasks that are too challenging. These behaviors can result in academic struggles and may eventually lead students to drop out of secondary classrooms (Kumar, Gheen, & Kaplan, 2002). In a recent investigation of high school students' perceptions about achievement goals, students reported that teachers used practices that conveyed performance goals more frequently than practices highlighting mastery goals (Deemer, in press-a; Marachi, Gheen, & Midgley, 2001). Other work (see Midgley, 2002, for a review) has consistently shown a decrease in the promotion of mastery goals over the school years. In trying to explain this finding, Gallagher (1989) suggested that the hectic schedule of secondary teachers may restrict the promotion of mastery goals because the time needed to plan for meaningful, challenging instruction is limited. He suggest that, because most high school teachers instruct five classes per day to approximately 150 students, little time is available for supporting students' effort in learning. Gallagher also found secondary science teachers' main goal was covering the textbook, not focusing on student effort and learning. In addition, because teachers in the high school setting may feel responsible for preparing students for admission to college, professional training schools, and the workplace, they may feel it is necessary to encourage performance goals so students can succeed in these environments (Grossman & Stodolsky, 1994). It is likely that teachers need to emphasize performance goals in some contexts, mastery goals in other contexts, and that they need to possess the capability to know which one to emphasize when. Exactly what balance of mastery and performance goals should exist in the classroom is unclear although optimal levels of cognitive engagement and performance have been observed when teachers and students strive for mastery goals rather than solely encouraging performance goals (Anderman & Maehr, 1994; Pintrich & Garcia, 1991; Wentzel, 1989). …
11 Jan 2004
TL;DR: In this article, the authors describe the application of the Ausubel, Novak and Gowin theory in an environmental education setting, with desertification as the focal theme, and demonstrate how this theoretical approach and the concept map and V diagram, which are the tools derived from it, were used to promote meaningful learning among third grade secondary pupils in a state-assisted school in the Pamplona area.
Abstract: This article describes the application of the Ausubel, Novak and Gowin theory in an environmental education setting, with desertifi cation as the focal theme. The aim is to demonstrate how this theoretical approach and the concept map and V diagram, which are the tools derived from it, were used to promote meaningful learning among third grade secondary pupils in a state-assisted school in the Pamplona area. The study shows how pupils in a test group, when presented with a teaching module on desertification, designed and implemented according to this theoretical approach, obtained results that were indicative of a more meaningful learning and a positive change of attitude towards this particular environmental problem, in marked contrast to the outcome observed in the control group.