Showing papers on "Meaningful learning published in 2008"

Students' questions: a potential resource for teaching and learning science

Abstract: Students' questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. The purpose of this paper, therefore, is to examine and review the existing research on students' questions and to explore ways of advancing future work into this area. The paper begins by highlighting the importance and role of students' questions from the perspectives of both the learner and the teacher. It then reviews the empirical research on students' questions, with a focus on four areas: (1) the nature and types of these questions; (2) the effects of teaching students questioning skills; (3) the relationship between students' questions and selected variables; and (4) teachers' responses to, and students' perceptions of, students' questions. Following this, some issues and implications of students' questions for classroom instru...

Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement.

Abstract: In the current era of standards-based education, student self-assessment stands alone in its promise of improved student motivation and engagement, and learning Correctly implemented, student selfassessment can promote intrinsic motivation, internally controlled effort, a mastery goal orientation, and more meaningful learning Its powerful impact on student performance—in both classroom assessments and large-scale accountability assessments—empowers students to guide their own learning and internalize the criteria for judging success In this article we will define student self-assessment and its importance in influencing student motivation and learning We begin with a detailed definition of self-assessment, then review pertinent theoretical and research literature that supports the positive impact of student selfassessment in the classroom Our intent is to show that, based on both theoretical and applied research and theory, self-assessment works, and that by applying a set of practical steps teachers can facilitate this kind of assessment and reap the benefits

Powerful Learning: What We Know About Teaching for Understanding

Abstract: FOREWORD. ABOUT THE AUTHORS. INTRODUCTION: TEACHING AND LEARNING FOR UNDERSTANDING. (Linda Darling-Hammond) Chapter 1: HOW CAN WE TEACH FOR MEANINGFUL LEARNING? (Brigid Barron and Linda Darling-Hammond) Chapter 2: READING FOR UNDERSTANDING. (P. David Pearson, Gina N. Cervetti, and Jennifer L. Tilson) Chapter 3: MATHEMATICS FOR UNDERSTANDING. (Alan H. Schoenfeld) Chapter 4: TEACHING SCIENCE FOR UNDERSTANDING. (Timothy D. Zimmerman and Elizabeth K. Stage) Chapter 5: CONCLUSION: CREATING SCHOOLS THAT DEVELOP UNDERSTANDING. (Linda Darling-Hammond) APPENDIX. BIBLIOGRAPHY. SUBJECT INDEX. NAME INDEX.

Making learning visible: the role of concept mapping in higher education

Abstract: This article develops the concept‐mapping method as a tool for enhancing teaching quality in higher education. In particular, it describes how concept mapping can be used to transform abstract knowledge and understanding into concrete visual representations that are amenable to comparison and measurement. The article describes four important uses of the method: the identification of prior knowledge (and prior‐knowledge structure) among students; the presentation of new material in ways that facilitate meaningful learning; the sharing of ‘expert’ knowledge and understanding among teachers and learners; and the documentation of knowledge change to show integration of student prior knowledge and teaching. The authors discuss the implications of their approach in the broader context of university level teaching. It is not suggested that university teachers should abandon any of their tried and tested methods of teaching, but it is shown how the quality of what they do can be significantly enhanced by the use ...

Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt.

Abstract: TM Our Foundation began in 1991 with an ambitious mission: to demonstrate how innovative learning environments in classrooms, supported by powerful new technologies, could revolutionize learning. As an organization founded by George Lucas, we believed that the same benefits of technology that were transforming business, health care, manufacturing, entertainment, and other sectors could be applied in education. And this was in the days before the Internet. Nearly two decades later, the world has moved ahead in dramatic ways, but our schools remain caught in a web of educational thinking and systems that originated a century ago. The instructional model of the teacher and the textbook as the primary sources of knowledge, conveyed through lecturing, discussion, and reading, has proven astonishingly persistent. Fortunately, this " dominant paradigm " is showing signs of wear. In our work of telling stories of innovative learning, we see many more examples of teachers, principals, and district administrators implementing new forms of project-based curricula and performance-based assessment. In these classrooms, students are working in teams to address open-ended and complex questions, such as " What is the air and water quality in your community? " " How would you design a school of the future? Or a hybrid car? " These students are sifting information from many sources and producing projects to present their knowledge, using computers and the Internet throughout. Their teachers are embracing their new role as learning coach and manager, rather than as exclusive instructor. As a Foundation, we have understood the critical importance of developing a research basis for these innovations. In order for the exemplars we have profiled to take root in more places, their effectiveness must be demonstrated in educational research. Importantly, policymakers investing funds to bring these innovations to scale must be able to base their policies on documented results. These beliefs led to our support for research published in the book, Powerful Learning: What We Know About Teaching for Understanding (Jossey-Bass, 2008), from which this article is excerpted. This impressive group of leaders in educational research has taken an important step forward for the field. Their review of the literature on project-based learning, cooperative learning, and instructional strategies in literacy, mathematics, and science summarizes what is known and what new research is needed. While they point to studies of the effectiveness of these strategies, they also issue this important caveat: effectiveness relies heavily on the readiness and quality …

El modelo constructivista con las nuevas tecnologías: aplicado en el proceso de aprendizaje

Abstract: The constructivist theory focuses on meaningful learning through activities based on experiences rich in context. Constructivism offers a new model for this new era of information, resulting from the new technologies which have been developed in recent years. With the arrival of these technologies (wikis, social networks, blogs, etc.), students not only have a world of immediate, unlimited information within their reach, but also the possibility of controlling for themselves the direction of their learning. This article examines the link between the effective use of the new technologies and the constructivist theory, exploring how information technologies supply applications which, used in the learning process, result in an exceptional experience of learning for the individual in building knowledge. Changing the traditional scheme of the classroom, where pen and paper are the main protagonists, and establishing a new style, where the same tools are found but adding the applications of the new technologies, means a new way of learning, which creates a unique experience for students to build their knowledge. The central point of this study is the analysis of how the new technologies as constructivist tools intervene in the process of learning.

Designing Centers of Expertise for Academic Learning Through Video Games

Abstract: Schools appear to be facing a crisis of engaging secondary students in meaningful learning. Many are recognizing that the learning principles embodied in computer and video games reflect the best theories of cognition, yet are underutilized as an educational resource. This article suggests an alternative model for game-based learning outside of schools. Drawing on case studies of youth participating in a year-long program, it describes an approach to bridging learners' identities in and out of school through historical simulation computer games situated within a community of practice of game experts. Participants developed both academic skills and productive identities as consumers and producers of information through these cases. We propose a model of centers of expertise, learning programs that seek to foster and develop new media literacies with pay off in schools and that lead to new identities outside of school as well.

Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students

Abstract: Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autonoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.

Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?

Abstract: Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes (38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience (‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect training approach (i.e., supporting the learners with strategy prompts) were developed.

The Use of Computer Tools to Support Meaningful Learning

Abstract: This article attempts to provide a review of literature pertaining to computer technology use in education. The authors discuss the benefits of learning with technology tools when integrated into teaching. The argument that introducing computer technology into schools will neither improve nor change the quality of classroom instruction unless teachers and educational leaders are able to evaluate and integrate the use of that technology into the curriculum (Geisert & Futrell, 2000) is provided by a synthesis of a review of literature across three specific areas: (a) benefits of computer technologies; (b) meaningful learning, and (c) computers and instruction.

The effects of the multiple intelligence teaching strategy on the academic achievement of eighth grade math students

Abstract: Education has been the platform of many individuals in and out of politics. Often, the topic is focused on school test scores, student achievement, and the demand for highly qualified teachers in the classroom. The No Child Left Behind legislation mandates school systems to adhere to a curriculum that promotes academic growth. Therefore, teachers must incorporate strategies that will lead to increased academic performance. This applied quantitative study makes a comparison between two distinct instructional methods: Multiple Intelligence (MI) and Direct Instruction (DI). The current research examines how these methods affect the achievement scores in Mathematics. The results suggest that performance on a post mathematics assessment for students exposed to MI will show considerable increase when compared to those taught using DI. ********** Currently a new definition applied to the word learning is one that recognizes the components of cognition, philosophical, and multicultural research. According to this definition, meaningful learning occurs when a learner has a knowledge base which when used with fluency, can make sense of the world, problem solving, and decision making (Denig, 2004). A curriculum that supports this perception is one that has a dual agenda consisting of content and process. This curriculum includes in-depth learning; involves student in real-world, relevant tasks; engages students in holistic tasks; utilizes students' prior knowledge (Kulieke, et al., 1990). Compared to the educational beliefs of previous generations, there is a shift in the theory, methods, and practices as it relates to educating children. It has been established that children develop and learn differently; therefore, it is essential that the strategies employed, reflect the changing view points. There are two types of pedagogy discussed in this study, namely Multiple Intelligence (MI) and Direct Instruction (DI), both of which have been shown to enhance the academic experiences of students across all content areas. Statement of the Problem The problem of the current research was to determine whether Middle Grades students achieve higher mathematics scores when they are taught using Multiple Intelligence strategies than when they are taught using the traditional Direct Instructional method. Subsequently, the aim of this project was to summarize and evaluate the subset of literature that has special relevance to the comparison of Multiple Intelligence and Direct Instruction. The standard course of study, the formal curriculum guide for the content areas of North Carolina (for any subject area) does not provide teachers with a list of methods they can use to adhere to the guidelines of the curriculums' goals and objectives. Therefore, the methods discussed in this research represent the trial and errors of one teacher who was trying to find a more proficient and effective method of facilitating learning in their content area. Review of Related Literature History of intelligence According to Traub (1998), intelligence is not a crisp concept, but a term of value. Theories about intelligence, but more specifically, general intelligence, have been the focus of discussion since the early twentieth century. For all intent and purposes, general intelligence, as defined in 1904 by Charles Spearman, is the kind of intelligence that is used to an extent in all intellectual tasks; it is what is supposedly measured by standardized tests, such as IQ tests and the SATs (Standard intelligence vs. multiple intelligences). Kaplan & Saccuzzo (2001), define intelligence as the general potential, independent of prior knowledge. Individuals such as Howard Gardner, the creator of multiple intelligence, has challenged the notion that intelligence is merely a score made on a typical standardized pencil-and-paper test used to predict success in school. As stated by Gardner, intelligence is the "biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products" (Denig, 2004). …

What Matters? Shaping Meaningful Learning through Teaching Information Literacy

Abstract: The point of departure for this article is an assumed gap between the different communities concerned with the practices of teaching or researching information literacy. Its purpose is to discuss some critical features of teaching information literacy identified in three previous research studies with a view toward understanding how they support meaningful learning outcomes and what the implications of this understanding are for information literacy education. The analysis is framed by a sociocultural perspective of learning that views information seeking and learning as social practices set within the discursive practice of school. The findings indicate that teacher/student interaction with a focus on learning goals and content is a vital condition for students' meaningful learning. Focus on the object of teaching, away from information seeking skills toward an emphasis on the quality of students' research questions, on negotiating learning goals between pedagogues and students, and on the critical evaluation of information sources related to the knowledge contents of students' assignments improves learning. The conclusions are that observing such critical features of information literacy in teaching may allow the discursive practice of school to be reshaped in favour of more genuine research-based learning. A second conclusion is that there are mutual benefits in a closer interaction between the communities of teaching and researching information literacy.

Factors Affecting Teachers' Perceived Readiness for Online Collaborative Learning: A Case Study in Malaysia.

Abstract: This paper investigates factors affecting the perceived readiness for online collaborative learning (OCL) of a sample of 86 mathematics teachers from 12 secondary schools. Descriptive analysis, factor analysis, confirmatory factor analysis and structure equation modeling were used to analyze the data. A moderately fit model was generated and able to inform that time constraint and insufficient access to technology such as computer and the Internet were confirmed to be the two impediments to OCL as perceived by the teachers. Besides, a new factor emerged, namely the factor of new learning paradigm, has shown positive impact on the teachers' perceived readiness for OCL. A majority of them agreed that school principal, training and guidance on OCL play an important role to support the implementation of this novice approach in schools. Keywords Secondary school education, Online learning, Computer-mediated communication, Cooperative and collaborative learning Introduction The use of computer mediated communication tools for collaborative and group learning can be introduced in schools as part of the initiative to promote meaningful learning and active learning (Jonassen, 1996; Jonassen, Howland, Moore & Marra, 2003; Duffy & Cunningham, 1996). Jonassen (1996) identified these online communication tools can be used to engage learners in the negotiation of meaning, sharing of ideas and information, and certainly, this approach of learning can be enhanced through collaborative learning. In online collaborative learning (OCL), learners are able to interact and discuss with their peers, teachers or others conveniently in regard to their formal or informal studies. The contents for their discussion can be of any topics, depending on the type of project they are working on. Malaysian secondary school education, however, has always been labeled as teacher-centric and examination oriented (Lim & Hua, 2007; Indramalar & Chapman, 2003). This educational approach is quite common in Asian schools and has been labeled as rote learning, rigid and stifles creativity (Beech, 2002). Measurements should be taken to promote fun education rather than focusing on examination (Goh & Chapman 2006; Khusairi, Zulkifly & Zanariah, 2005). In this sense, OCL could be one of them. In Malaysia, OCL is new for secondary schools and teachers' readiness for OCL is yet to be explored. Factors affecting teachers' readiness for online learning Access and digital divide have always been an issue for e-learning in many countries. Levin and Thurstan (1996) and Philson (1999) raised the issue of infrastructure and access to technology as the factors affecting online learning. Philson (1999) conducted a study to examine the convergence of technology and collaboration by focusing more on international perspectives. A web-based survey was administered to randomly selected list serve members representing different disciplinary areas. A total of 702 usable responses were received from individuals in 23 different disciplines at institutions in 50 countries. Statistical analyses were conducted such as correlations, Anova and regressions, with the dependent variable focusing on collaboration. The independent variables were the impact of access, disciplinary focus, age, sex, language, income level, skill and training, and institutional characteristics. The results indicated that access was the most significant predictor of collaboration, followed by the individual's language (with those speaking English as a native language less likely to collaborate), the discipline (with those in the more difficult disciplines more likely to collaborate), experience in using e-mail (those with more experience collaborate more), the number of years in the discipline (the higher the number, the greater the collaboration), and self-rating on skill level (the higher the rating, the greater the collaboration). …

Educational methods and technologies in undergraduate veterinary medicine: a case study of veterinary teaching and learning at Glasgow, 1949-2006

Abstract: This case study, of veterinary education at Glasgow between 1949 and 2006, was undertaken to provide an illustrative account of learning and teaching practices over time Ultimately the aim was to inform discussions on curriculum reshaping in undergraduate veterinary education at Glasgow A questionnaire was distributed to 2360 alumni, 513 students and 50 teachers, to obtain quantitative data on the availability and perceived usefulness of different educational methods and technologies, analysed using SPSS Qualitative data were sought principally through ten student focus groups and interviews with over thirty current and former staff, theoretically coded using NVivo Questionnaire responses (from 115% of alumni, 238% of students and 72% of teachers invited to participate) revealed that lectures, printed notes, tutorials, practical classes and clinical training were used consistently over time and rated highly by stakeholders, confirming the importance of didactic teaching methods coupled with discussion and practical hands-on experience The focus groups with students highlighted their strong desire for earlier clinical training, with the recognition that a case-based approach resulted in more meaningful learning The interviews with staff revealed that whilst all staff welcomed the opportunity for increased vertical integration, problem-based learning was rejected as a wholesale solution Highlights of the school’s curricular innovations to date include the clinico-pathological integrated sessions, the lecture-free final year, and the introduction of a veterinary biomolecular sciences course that allowed for a seamless vertical integration in years 1 to 4 However, recent efforts to implement self-directed learning and assessment strategies have been hampered by the fact that these were isolated innovations set within a traditional teacher-centred paradigm There was little support among stakeholders for undergraduate specialisation There is still a perceived need for veterinarians to have omni-potential – if not to be omnicompetent However, it is recommended that the current system of tracking be replaced with a more streamlined core-elective system, to allow students to pursue specific topics of interest in the later years of the course Teachers and students cited attributes of ‘good’ teachers These generally did not change over time, although technologies did change Good communication appears to be central to good teaching, with an in-borne desire to enthuse and motivate students to learn for the pleasure of learning rather than the need to hurdle-jump examinations Both teachers and students cited good teaching characteristics in terms of the teacher as authority and motivator, rather than as a facilitator of independent learning, reflecting the nature of the traditional, didactic course There was little evidence of pedagogical change resulting from technological innovations If anything, newer technologies compounded surface learning approaches and low level cognitive processing, rather than promoting deep learning and higher order thinking skills Identified barriers to teaching innovations included lack of time, reward and support (for teachers and students) Future curricular innovation will require a substantial investment in the scholarship of teaching – rewarding staff for excellence in teaching, putting it on a par with research excellence, and ensuring the necessary support mechanisms and infrastructure are in place to ensure the success of a self-directed learning curriculum A guided discovery learning curriculum is recommended, a compromise between traditional teaching and a fully problem-based curriculum The study did not specifically focus on assessment, but it is recommended that learning, teaching and assessment practices should be constructively aligned

Developing Habits of Reflection for Meaningful Learning.

Abstract: Students' formation of meaningful learning through community based activities varies with the nature and quality of reflective skills they develop and apply.

Physics students' performance using computational modelling activities to improve kinematics graphs interpretation

Abstract: The purpose of this study was to investigate undergraduate students' performance while exposed to complementary computational modelling activities to improve physics learning, using the softwares Modellus. Interpretation of kinematics graphs was the physics topic chosen for investigation. The theoretical framework adopted was based on Halloun's schematic modelling approach and on Ausubel's meaningful learning theory. The results of this work show that there was a statistically significant improvement in the experimental group students' performance when compared to the control group, submitted just to a conventional teaching method. Students' perception with respect to the concepts and mathematical relations, as well as the motivation to learn, originated by the activities, have played a fundamental role in these findings.

A Educação Médica entre mapas e âncoras: a aprendizagem significativa de David Ausubel, em busca da Arca Perdida

Abstract: The learning process has fosterd intense debate since ancient times among the different proposed theories David Ausubel cognitivist conceptual frame of has found relevance during the XXth century through to the XXIrst. It assumes that learning mechanisms are more efficient in such situations when the student is able to aggregate and incorporate significance to new contents, by means of linking then to previous knowledge, thus avoiding that the knowledge be stored by way of inept associations in the cognitive structure. The scope of medical education demands the changes necessary for the formation of a professional able to know how to learn; meaningful learning allows the genuine contextualization of knowledge needed by the medical practice, therefore permitting effective learning and practice in a complex interdisciplinary context. In conformity with the above exposed, the present article aims to present the theorie of significant learning, discussing elements of the integration of this concept into the medical education.

Measuring the quality of e-learning

Abstract: This paper shows how concept mapping can be used to measure the quality of e-learning. Six volunteers (all of them 3rd-year medical students) took part in a programme of e-learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote-learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning-making among non-experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. [ABSTRACT FROM AUTHOR]

An Experience for the Lifelong Journey: The Long-Term Effect of a Class Visit to a Science Center

Abstract: The aim of this study was to explore the multiple outcomes of a class visit to a science center, and to investigate changes in these outcomes over time. The study is significant because relatively little research has been conducted on the long-term effects of school museum visits. The study was carried out in the National Museum of Science, Technology and Space in Israel, which is the largest science museum in the country. Participants were 8th-grade students who had a guided visit in the museum. Students from this class were interviewed immediately after and then again 16 months after the visit. The short- and the long-term interviews were analyzed according to 3 main categories that addressed meaningful learning outcomes: connecting knowledge, communicating knowledge, and fostering lifelong learning. After 16 months the students retained details of the experience; indicated the contribution of the visit to their knowledge; and emphasized peer interactions during the visit. This highlights the s...

Concept Mapping Using CmapTools to Enhance Meaningful Learning

Abstract: Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conectate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

Promoting Students' Learning in Genetics With the Learning Cycle

Abstract: The authors investigated the comparative effect of the learning cycle and expository instruction on 8th-grade students' achievement in genetics. They adopted the nonequivalent control group design as a type of quasiexperimental design. The experimental group (N = 104) received learning cycle instruction, and the control group (N = 109) received expository instruction. The 2-way analysis of covariance indicated a statistically significant posttreatment difference between the experimental and control groups in favor of the experimental group after instruction. Results also revealed that students' logical thinking ability and meaningful learning orientation accounted for a significant portion of variation in genetics achievement. However, the authors found no statistically significant difference between girls' and boys' performance with respect to genetics achievement.

Exploring the educational potential of social networking sites: the fine line between exploiting opportunities and unwelcome imposition

Abstract: This paper explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students.

"Guide on the side": An instructional approach to meet mathematics standards

Abstract: The ultimate goal of high school mathematics teachers is to create a meaningful learning environment that is conducive to teaching students the necessary concepts for academic achievement. Unfortunately, evidence suggests that many secondary +educators still teach in a rote lecture style that focuses on the teacher providing information to passive, uninvolved students. Current mathematics reform movements endorse inquiry-based, "guide on the side" instruction grounded in constructivist pedagogy. The authors' research examines the effects of constructivist teaching and learning in pre-service secondary mathematics courses. The applicability of constructivism to teach secondary mathematical concepts, using practical instructional ideas, will conclude the article. Introduction Typical high school mathematics' students often express their frustration through comments such as "Why do I need to know this stuff," or "You do not even use this math in real life." These comments resonate in many high school mathematics classrooms today Many high school students feel disconnected from their math instruction and perceive it as irrelevant to their lives, impacting their levels of interest and mathematics achievement. While some may blame the content of the curriculum, the instructional approach implemented in the classroom also determines the students' motivation to learning new mathematical concepts. Teachers' beliefs, behaviors and attitudes are invaluable variables to student learning. Teachers' belief systems are considered to be a factor that affects their teaching style and their use of instructional approaches. Teachers' beliefs about mathematics, and the teaching and learning of mathematics play a significant role in shaping their instructional practice (Thompson, 1992). Current mathematics research and reform movements endorse inquiry-based, "guide on the side" instruction grounded in constructivist pedagogy (Gibson & Van Strat, 2001). Most notably, the National Council of Teachers of Mathematics (NCTM, 1989; 1991; 1995) recommends using a constructivist method of teaching, in which learners develop meaning based on experience and inquiry. "Guide on the side" Secondary mathematics teachers' beliefs about learning and teaching mathematics are plotted along the continuum of instructional approaches. Direct instruction is an alternative approach to constructivism. It is agreed that, while these two pedagogies are not diametrically opposed, constructivism has been found to be essential in generating greater success in mathematics classrooms. Direct instruction is frequently referred to as teacher-centered, as the content of the lesson is transmitted directly from the teacher to the student (Slavin, 2004). The traditional teacher in this setting could be seen as the "sage on the stage." Techniques that are typically identified as direct instruction include lectures, textbook usage, choral responses, and the completion of worksheets. At the other end of the continuum, constructivism, or student-centered learning, places greater responsibility of discovering and learning information on the students. The teacher, as "the guide on the side," facilitates the students' construction of meaning and the understanding of the content. Constructivism, as defined by Draper, "is the philosophy, or belief, that learners create their own knowledge based on interactions with their environment including their interactions with other people" (2002, p. 522). Research confirms that constructivist math instruction improves secondary math learning (Grant, 1998). Constructivist math instruction, a research-based practice, encourages "content to self" connections and enhances student learning. Therefore, students better understand the relevance of mathematical concepts and become more motivated and interested in their math courses, thereby improving math performance and meeting the standards. …

Learning stoichiometry: a comparison of text and multimedia formats

Abstract: Even after repeated instruction, first year college chemistry students are often unable to apply stoichiometry knowledge to equilibrium and acid-base chemistry problems. The dynamic and interactive capabilities of online technology may facilitate stoichiometry instruction that promotes more meaningful learning. This study compares a technology-rich stoichiometry review course with a text-based study guide. The technology-rich course included: an overarching real-world story to both motivate the students and integrate ideas; the use of an exploratory virtual laboratory to support concept development and procedural practice; a variety of practice contexts; and feedback on both intermediate actions and submitted answers during student practice. The text-based study guide covered the same topics but without the dynamic interface, timely and informative feedback, or overarching storyline. Entering college freshmen volunteers were randomly assigned to either the technology-rich or the text-based materials. Analysis of post-test scores revealed a significant but small advantage for participants studying from the technology-rich course, but it was less important than the effects of SAT scores and gender. The degree of interaction with the Virtual Lab simulation was significantly directly related to post-test performance and eclipsed any effect of prior knowledge as measured by the SAT.

Exploring Conceptual Integration in Student Thinking: Evidence from a case study

Abstract: Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this ‘scientific value’ should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college‐level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ...

University Teaching Staffs' Pedagogical Awareness Displayed through ICT-Facilitated Teaching.

Abstract: This article focuses on how the teachers' pedagogical awareness is displayed and shaped while they learn to use information and communication technology (ICT) in their teaching and the aim here is to increase our understanding of university teachers as learners and as developers of their pedagogical awareness. The pedagogical awareness of teachers is examined through analysis of their thoughts on student learning and as displayed in their written weblog accounts during a course they took on how to use ICT to support learning. In this study 26 teachers assumed the role of students, i.e. as learners of how to use technology to boost their teaching and to facilitate the learning of their students. The objective of this course at the University of Helsinki was to enhance both the pedagogical and technical skill of teachers. The pedagogical awareness of the teaching staff was analysed by applying the theoretical model of meaningful learning. The results of the present study indicate that while contextuality an...

Reflective practice: a learning tool for student nurses.

Abstract: Reflection is a vital skill in contemporary nursing with student nurses expected to engage in reflective learning from the very beginning of the nurse educational programme. This article demonstrates the meaningful learning that resulted as a consequence of using critical reflection on practice. Gibbs' (1988) cycle aided the process highlighting the practical application of this cyclical framework to the author - a first-year student nurse. Matters concerning gender issues in nursing and professional conduct emerged from the analysis and were inherently explored. The article concludes by demonstrating the personal benefits of using Gibbs' (1988) cycle to varying situations and thus promoting its excellence as a learning tool for student nurses worldwide as a consequence.

PK Inclusion: Getting Serious about a P-16 Education System.

Abstract: WITHIN the broad P-16 framework, the transition from high school to college has commanded the bulk of attention from policy makers, think tanks, foundations, and the research community in general. Immediate and long-term concerns about the skills of the American work force and our global competitiveness fuel this focus. Significantly less attention has been paid to the "P" part, the first years of the P-16 continuum that pertain to young children. We argue here that the P-3 years--from prekindergarten through the primary grades--are the cornerstone of any P-16 system. They provide a strong foundation for children's lifelong learning, educational excellence, and eventual competitiveness in the marketplace. From the perspective of P-16 systems, the learning experiences children have during the early childhood years (birth to age 5) should be better integrated and aligned with those they have during the kindergarten and elementary school years. Aligning early childhood education with elementary schools is not a new idea. Since initiatives in the early 1970s to connect Head Start with elementary schools, such as Project Follow Through and Project Developmental Continuity, a few policy makers and educators have tried to bridge the gap between the cultures of early education and K-12 education. They recognized that one or two years of early childhood education would not be sufficient to sustain gains in achievement over the long term. For low-income children, sustaining the gains made as a result of attending high-quality prekindergarten (PK) programs requires continuing to provide them with high-quality learning experiences into the elementary school years. As public investments in PK programs increase, the challenge of sustaining gains from high-quality programs is rising on the policy agenda. And as No Child Left Behind (NCLB) raises expectations for all children's achievement, the challenge of preparing strong and eager learners from the start, rather than remediating them later, is also rising on the policy agenda. To ground the discussion of P-3 presented here, we offer brief descriptions of what P-3 might look like in policy and practice. These examples are by no means a comprehensive depiction of P-3. At the level of the child, a focus on P-3 ensures that children experience continuous learning opportunities that bolster their social, emotional, and cognitive development. (1) These opportunities--including emotional supports, instructional supports, and classroom organization--would be in place whether a child is 3 years old and enrolled in a PK program or 7 years old and in a second-grade classroom. At the school level, a focus on P-3 is evident in clear transition policies to help children and families navigate the changes that occur as children move from grade to grade. (2) For example, a school might institute policies and practices that enable PK children and their parents to visit kindergarten classrooms before the start of their kindergarten year, thereby permitting them to get to know the teacher and become familiar with the classroom layout, materials, and schedule. At the district level, a focus on P-3 might be evident in the implementation of common professional development requirements for both PK teachers and K-3 teachers. Such professional development would focus on providing staff with the tools and knowledge to provide meaningful learning opportunities to all young children from 3 to 8 years of age. At the state level, a focus on P-3 is evident in the creation of common learning standards that are informed by research about the developmental characteristics of children and that are used by all publicly funded programs. These learning standards would be appropriate for children at each grade level and would be aligned from grade to grade. DEFINING THE 'P' PART We ourselves have differing views on how to define and conceptualize the "P-3" part of P-16 systems. …