scispace - formally typeset
Search or ask a question

Showing papers on "Meaningful learning published in 2011"


Journal ArticleDOI
11 Feb 2011-Science
TL;DR: It is shown that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping, and this support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes.
Abstract: Educators rely heavily on learning activities that encourage elaborative studying, whereas activities that require students to practice retrieving and reconstructing knowledge are used less frequently. Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.

667 citations


Journal ArticleDOI
TL;DR: The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes and it is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.
Abstract: This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for learning processes and outcomes indicated that students in both online and blended courses were able to reach high levels of cognitive presence and learning outcomes. The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes. It is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.

471 citations


Journal ArticleDOI
TL;DR: This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers.
Abstract: Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher's integration of information and communication technology (ICT) in their teaching. However, this framework has yet to be successfully validated through survey instruments. This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers. Using this framework, the researchers were able to uncover five of the seven TPACK constructs which were a better model fit as compared with several extant studies of TPACK surveys. Using these results, pre and post-course structural equation models were constructed to explain the relationships amongst the different constructs of teachers' TPACK perceptions. It was found that pedagogical knowledge had a direct impact on TPACK at the beginning of the course. As teachers made connections between their technological knowledge and pedagogical knowledge to form technological pedagogical knowledge during the course, the direct relation between pedagogical knowledge and TPACK became insignificant where as the relations between pedagogical knowledge and technological pedagogical knowledge, and technological pedagogical knowledge and TPACK were strengthened. The comparison between the pre and post-course models also revealed that the pre-service teachers' perceived relations between content knowledge and TPACK changes from insignificant to significant. The implications of these findings and suggestions to improve the construct validation of the TPACK framework are discussed in this paper.

373 citations


Journal ArticleDOI
TL;DR: The authors of this study have adopted a meaningful learning paradigm and demonstrate the feasibility of their approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning.
Abstract: If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.

172 citations


Journal ArticleDOI
TL;DR: Investigation of the effect of animated films on students' learning outcomes and motivation to learn indicated that the use of animated movies promoted students' explanation ability and their understanding of scientific concepts.
Abstract: Some researchers claim that animations may hinder students' meaningful learning or evoke misunderstandings. In order to examine these assertions, our study investigated the effect of animated movies on students' learning outcomes and motivation to learn. Applying the quantitative methodology, two pre- and post-questionnaires were administered: Science thinking skills and Motivation to learn science. Students' overall achievement in science was examined by their report card scores. The research population (N=1335) was divided into experimental (N=926) and control (N=409) groups from 11 elementary schools. Findings indicated that the use of animated movies promoted students' explanation ability and their understanding of scientific concepts. Findings also indicated that students who studied science with the use of animated movies developed higher motivation to learn science, in terms of: self-efficacy, interest and enjoyment, connection to daily life, and importance to their future, compared to the control students. Following the definition of multimedia, the students who study with the use of animated movies, applied all three learning styles: visual, auditory and kinesthetic. The use of multimedia and the fact that the students were engaged in exploring new concepts, that were relevant to their daily life experiences, can explain the positive results.

141 citations


Journal ArticleDOI
TL;DR: This work demonstrates how various indicators derived from graph theory can be used for a precise description and analysis of cognitive structures over time and proposes possibilities for the further development of this approach.
Abstract: Many research studies have clearly demonstrated the importance of cognitive structures as the building blocks of meaningful learning and retention of instructional materials. Identifying the learners’ cognitive structures will help instructors to organize materials, identify knowledge gaps, and relate new materials to existing slots or anchors within the learners’ cognitive structures. The purpose of our empirical investigation is to track the development of cognitive structures over time. Accordingly, we demonstrate how various indicators derived from graph theory can be used for a precise description and analysis of cognitive structures. Our results revealed several patterns that helped us to better understand the construction and development of cognitive structures over time. We conclude by identifying applications of our approach for learning and instruction and proposing possibilities for the further development of our approach.

140 citations


Journal ArticleDOI
TL;DR: The findings suggest that teachers in online classes should promote students' motivation, and more importantly, scaffold student moderators in meaningful learning during peer-moderated online discussions.
Abstract: This study conducted a content analysis of online discussions to understand the nature of computer-supported collaborative learning and discover how students' motivation, which is a crucial factor to the success of collaborative learning, relates with their interaction and knowledge construction in peer-moderated online discussions. Discussion contents from 23 students in an online class were analysed. The results indicated that perceived value, competence and autonomy were critical factors that influenced lower level interactions; intrinsic motivation was the critical factor that influenced the individualistic elaboration interactions, whereas relatedness was the critical factor that influenced the collaborative elaboration interactions. The results also indicated that autonomy and relatedness were the critical factors that influenced the moderation behaviours. The findings suggest that teachers in online classes should promote students' motivation, and more importantly, scaffold student moderators in meaningful learning during peer-moderated online discussions. [ABSTRACT FROM AUTHOR]

132 citations


Journal ArticleDOI
TL;DR: In this article, a tool for teaching and learning in the YouTube Generation is presented. But the tool is limited to a single video generation and it is not suitable for all ages.
Abstract: (2011). Digital Storytelling: A Tool for Teaching and Learning in the YouTube Generation. Middle School Journal: Vol. 42, Meaningful Learning in 21st Century Schools, pp. 4-10.

118 citations


Proceedings ArticleDOI
27 Feb 2011
TL;DR: This work motivates a focus on learners' discourse as a promising site for identifying patterns of activity which correspond to meaningful learning and knowledge construction, and presents examples of analytics at the level of individual learners and groups.
Abstract: Drawing on sociocultural discourse analysis and argumentation theory, we motivate a focus on learners' discourse as a promising site for identifying patterns of activity which correspond to meaningful learning and knowledge construction. However, software platforms must gain access to qualitative information about the rhetorical dimensions to discourse contributions to enable such analytics. This is difficult to extract from naturally occurring text, but the emergence of more-structured annotation and deliberation platforms for learning makes such information available. Using the Cohere web application as a research vehicle, we present examples of analytics at the level of individual learners and groups, showing conceptual and social network patterns, which we propose as indicators of meaningful learning.

116 citations


Journal ArticleDOI
TL;DR: Results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one betweenStudents and their peers, and to create meaningful learning by employing blended pedagogical consideration in the course design.
Abstract: Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students' satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students' satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences - mostly items ranged from 3.27-3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87-4.19. Nearly 57.8% of the participants rated the course 'extremely helpful' or 'very helpful.' This study showed statistically significant correlations (r=0.43) between students' satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical analysis and problem solving skills through active learning and social exchange of ideas.

98 citations


Journal Article
TL;DR: For example, this article found that students in a lecture-style class report learning a great deal, being involved in the learning process, and engaging in independent thinking and problem solving.
Abstract: Fifty-one college students responded to survey questions regarding their perceptions of the traditional lecture method of instruction that they received in a 200-level psychology course. At a time when many professors are being encouraged to use active learning methods instead of lectures, it is important to consider the students' perspective. Do students have the kind of negative perceptions of the lecture method held by many educators? Results suggest that students' perceptions contrast with educators' beliefs. Students in a lecture-style class report learning a great deal, being involved in the learning process, and engaging in independent thinking and problem solving. Introduction Many educators believe that the traditional lecture approach to teaching is ineffective compared to active learning methods (Marbach-Ad, Seal, & Sokolove, 2001; Jungst, Licklider, & Wiersema, 2003). Methods that promote active learning by students are based on the constructivist view that, for meaningful learning to occur, students must actively engage with the to-be-learned subject-matter through such activities as discussion, hands-on activities, and problem solving. According to proponents of the use of active learning methods, one main weakness of the lecture method is that it allows students to be passive recipients of information that has been "predigested" by the professor (Hansen & Stephens, 2000, p. 42). Thus, students become dependent on the professor to tell them what they need to know and can avoid taking responsibility for their own learning (Machemer & Crawford, 2007). Further, students accustomed to being passive have a "low tolerance for challenge" (Hansen & Stephens, 2000, p. 46). Finally, according to active learning activists, learning as a result of lectures is relatively superficial and transient (Phipps, Phipps, Kask, & Higgens, 2001; Moust, Van Berkel, & Schmidt, 2005). Thus, teachers, including college professors, are chastised for clinging to traditional lecture approaches and are simply told to adopt approaches that make students responsible for their own learning through discussion, problem solving, and discovery. Usually, this recommendation is made without qualification: that is, teaching for active learning is presented as the best approach regardless of class size, subject matter, characteristics of the learners involved, and the culture of the learning institution. The recommendation to use active methods is made even though research is mixed as to the effectiveness of these methods. Some research suggests that, compared to the lecture method, methods that promote active learning increase student achievement (O' Sullivan & Copper, 2003; Christianson & Fisher, 1999), student participation (McClanahan & McClanahan, 2002), and retention of concepts over time (Berry, 2008). Other research indicates that the lecture method is superior (Struyven, Dochy, & Janssens, 2008), or at least comparable (Van Dijk, Van Den Berg, & Van Keulen, 2001), based on several assessments, including student learning. It may be that the lecture method is effective for teachers who lecture well, and active methods are effective for teachers who are adept at developing meaningful in-class activities. For example, some researchers caution that for active methods to be effective, teachers must provide significant guidance and structure: students left to their own explorations of a subject matter with minimal guidance from the teacher do not learn much (Mayer, 2004; Kirschner, Sweller, & Clark, 2006). While researchers continue to explore the relative merits of lectures versus active learning methods, many educators continue to view active learning as superior to lecturing. The purpose of the present study is to better understand students' perceptions of the lecture approach. Do students view the lecture approach as allowing them to be passive, unengaged, unchallenged, and dependent on the teacher? …

Journal ArticleDOI
TL;DR: A concept map learning system with ontology technology to help users search the concept map, determine relationships between nodes or predicates, and find the common concept or predicate among the concepts to help reduce the user's cognitive load is implemented.
Abstract: Evidence indicates that concept mapping can reduce students' cognitive load and facilitate meaningful learning. Using a concept map description approach, the ontology defines the relationship between concepts that is feasible for resource sharing and reusing. In this study, we implement a concept map learning system with ontology technology to help users search the concept map, determine relationships between nodes or predicates, and find the common concept or predicate among the concepts to help reduce the user's cognitive load.

Journal Article
TL;DR: The results suggest that the GVCP course supported the process characteristics of meaningful learning and its outcomes, although the individual, critical, and interactive characteristics were not fully realized.
Abstract: This study reports a case study in which a pedagogical model, namely the Global Virtual Education (GloVEd) model, which is based on the teaching-studying-learning process (TSL process) and the characteristics of meaningful learning, is developed and used to evaluate students’ meaningful learning experiences during the Global Virtual Collaboration Project (GVCP) course in spring 2009. During the course, using collaboration technologies, global student (N = 54) teams solved a creative design task. The data were collected and analyzed using various methods. The results suggest that the GVCP course supported the process characteristics of meaningful learning and its outcomes, although the individual, critical, and interactive characteristics were not fully realized. In addition, Second Life (SL) did not contribute to the realization of the goal-oriented, collaborative, conversational, and immersive characteristics. Several implications can be drawn from the results with respect to creative design.

Journal ArticleDOI
TL;DR: Little evidence was found to support a contention that meaningful learning with technology had occurred and, in spite of their comfort and familiarity with the technology, there was no evidence of changing attitudes with respect to meaningful learning on the part of students surveyed in this study.
Abstract: – This study aims to examine the experience of 31 university students who were issued tablet PCs for their use during an academic year The primary research problem which drove this project revolved around the student perceptions of the benefits of technology to provide opportunities to restructure their learning experiences, – The students were surveyed twice during the year and they were invited to participate in either individual interviews or a series of focus groups A number of lectures were also visited and observed The survey results provided quantitative data regarding student usage of the technology The interviews, focus groups and observed classes provided data around the reasons why the students used the technology in the ways they did, – Little evidence was found to support a contention that meaningful learning with technology had occurred and, in spite of their comfort and familiarity with the technology, there is no evidence of changing attitudes with respect to meaningful learning on the part of the students surveyed in this study, – A major application of this should be directed towards similar studies focused on combining the redefinition usage potential of new touch interface‐driven devices, such as the iPad, with a new pedagogical approaches to support learners to use the technology as cognitive tools, – It is important to note that the introduction of a new technology, even if it makes a wide variety of affordances available for use, cannot by itself, instigate redefinition of learning tasks to allow for meaningful learning to occur

Book ChapterDOI
TL;DR: Applying the science of learning to multimedia instruction is a success story for educational psychology, pointing to the reciprocal relation between cognitive psychology and educational practice.
Abstract: Multimedia instruction refers to learning environments that contain both words and pictures with the intention to promote learning, such as illustrated textbooks, narrated slideshow presentations, online narrated animations, and educational computer games. The design of effective multimedia instruction should be guided by the science of learning (i.e., the scientific study of how people learn), the science of assessment (i.e., the scientific study of how to know what people learn), and the science of instruction (i.e., the scientific study of how to help people learn). Concerning the science of learning, the cognitive theory of multimedia learning is based on three principles from cognitive science (i.e., dual channels, limited capacity, and active processing); five cognitive processes during learning (i.e., selecting words and pictures, organizing words and pictures, and integrating); and five kinds of representations during learning (i.e., external representations, sensory copies in sensory memory, images and sounds in working memory, pictorial and verbal models in working memory, and knowledge in long-term memory). Concerning the science of assessment, the focus is on transfer in the context of three kinds of learning outcomes (i.e., no learning, rote learning, and meaningful learning); experimental comparisons of instructional effectiveness, including the role of effect size; and individual differences in learning, including the role of prior knowledge. Concerning the science of instruction, the triarchic theory of multimedia instruction distinguishes among three goals in instruction and corresponding research-based techniques—reducing extraneous processing, managing essential processing, and fostering generative processing. Applying the science of learning to multimedia instruction is a success story for educational psychology, pointing to the reciprocal relation between cognitive psychology and educational practice.

Journal ArticleDOI
TL;DR: Using an expert concept map as an advance organizer improves knowledge organization and integration while offering a tool to enhance deeper understanding of medical knowledge among resident physicians.
Abstract: Background: Helping novices transition toward expertise requires “meaningful” learning. Advance organizers are educational tools which help connect prior knowledge with new information, a critical step in making learning meaningful. Concept maps visually represent knowledge organization and can serve as advance organizers enabling deeper and more meaningful learning while enhancing knowledge integration.Aim: To compare respiratory failure understanding of resident physicians instructed, using an expert concept map advance organizer with learners receiving traditional didactic teaching.Methods: Residents were randomized by month of service to receive either a control lecture or a session using an expert concept map as an advanced organizer. Participants completed three concept maps; pre-education (CM1), immediately post-education (CM2), and 1 week later (CM3). Concept maps were scored using a standardized structural scoring method.Results: Forty-six pediatric residents (23 control and 23 experimental) part...

Journal Article
TL;DR: It is implied that the blog can be a meaningful learning environment and the blogging can beA significant factor in having the informal learning for adults more enriched and fulfilled.
Abstract: This study defines a blog as a contemporary web-based environment that can make a difference in adult informal learning practice. An online survey with 70 adult bloggers in Korea was undertaken to understand the nature of adults’ blogging and its meanings in terms of learning. This study investigates (a) adults’ blogging experiences related to learning, (b) bloggers’ perceptions of the usefulness of blogging in terms of four perspectives on learning processes (i.e., learning as an acquisition process, a reflection process, a practice-based community process, and an embodied co-emergent process), and (c) the link between adult informal learning and blogging. The findings show that the majority of participants became aware of positive changes, including learning experiences, in everyday life after blogging. Among the four perspectives on learning processes, bloggers perceived blogging mainly as acquisition and/or reflection oriented learning process. Also, adult bloggers identified the characteristics of learning through blogging as ‘self-directed,’ ‘practical,’ ‘situative,’ ‘unlimited and accessible,’ and ‘self-regulated,’ which are distinguished from those of formal education in schools. This study therefore implies that the blog can be a meaningful learning environment and the blogging can be a significant factor in having the informal learning for adults more enriched and fulfilled.

Journal ArticleDOI
Rebecca Ferguson1
TL;DR: In this paper, a group of teenaged learners who worked together online in the virtual world of Second Life, as well as using other online tools were investigated, and they applied thematic analysis to a 120-post forum discussion carried out over two weeks, in which 19 learners and educators debated how to develop their virtual island.

Journal ArticleDOI
TL;DR: The authors examines neuroscience and its impact on the field of education, starting with a narrative between two young children, intertwining research with basic principles of learning, using the inter-action between two 4-year-olds to illustrate the precepts.
Abstract: This editorial examines neuroscience and its impact on the field of education. Starting with a narrative between two young children, the author intertwines research with basic principles of learning, using the inter- action between two 4-year-olds to illustrate the precepts. The four principles are: (1) the brain is uniquely organized; (2) the brain is continually growing; (3) a ''brain-compat- ible'' classroom enables connection of learning to positive emotions; and (4) children's brains need to be immersed in real-life, hands-on, and meaningful learning experiences. The editorial concludes with an illustration of how the brain works while two children are playing at the small animal center in their classroom.

Journal ArticleDOI
Roger Firth1
TL;DR: In this article, disciplinary-based knowledge and its recontextualisation and acquisition in the secondary school curriculum is considered and the focus is the subject of geography and the increasingly influential realist school of thought in the sociology of education and the endeavour to bring knowledge back into education.
Abstract: This article considers disciplinary-based knowledge and its recontextualisation and acquisition in the secondary school curriculum. It starts from the premise that teaching disciplinary knowledge is important. The focus is the subject of geography and the increasingly influential realist school of thought in the sociology of education and the endeavour to ‘bring knowledge back’ into education. Social realist theorists emphasise the importance of the explanatory power of specialist or disciplinary knowledge. Basil Bernstein's ideas of hierarchical and horizontal knowledge structures are being developed in order to bring into view the epistemological principles that underpin the recontextualisation of such knowledge within the school curriculum that can support meaningful learning. The generative capacity of Bernstein's typology is illustrated by the work of Maton who places knower structures and legitimation codes alongside Bernstein's knowledge structures. The article outlines this ‘structure of knowledge...

Journal ArticleDOI
TL;DR: A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined, and a number of recommendations for using collaborative learning as a tool for achieving meaningful learning in high school ecology inquiry-based projects are made.
Abstract: This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the methods of measurement and observation in the open field, rather than the known methods from class or from the laboratory. Another major part of their discussions concentrated on knowledge construction. Knowledge construction occurred between students with same or similar learning abilities. The role of the teacher in these discussions was crucial: she had to deal with and dispel misconceptions; and she had to bridge the gap between low-ability and high-ability students, for enabling meaningful learning to occur. The article ends with a number of recommendations for using collaborative learning as a tool for achieving meaningful learning in high school ecology inquiry-based projects.

Journal ArticleDOI
TL;DR: The potential of implementing CLIL classes in language learning contexts with the aim of improving students' competence by enhancing their motivation is examined and the advantages of using technology and streaming videos in these situations as a way to engage learners are described.
Abstract: This paper reports on a research study that was carried out on the use of videos for task-based learning of scientific subjects through English in secondary education. It examines the potential of implementing CLIL classes in language learning contexts with the aim of improving students' competence by enhancing their motivation. It particularly describes the advantages of using technology and streaming videos in these situations as a way to engage learners. A wide range of video-sharing websites is available on the Internet, including video lessons, documentaries and educational material which can be used to facilitate students' meaningful learning. CLIL methodology involves a combination of subject and language teaching with careful attention to learners' language level and skills. Traditional language teaching largely relies on graded material and often corresponds to low levels of participation whereas CLIL employs authentic material and resources, which means creating more realistic learning opportunities but also designing specific tasks to boost students' understanding. After analyzing the characteristics of videos and describing the advantages of using them in CLIL contexts, this paper provides some practical suggestions for classroom use and discusses the results of this experience. http://dx.doi.org/10.5755/j01.sal.0.18.417

Journal ArticleDOI
TL;DR: This article explored the ways in which teachers can create safe and inclusive spaces in which all voices may be heard and in which meaningful learning may take place and explored the concepts of voice and space as critical to the issues of widening participation, inclusive learning and teaching and academic engagement.
Abstract: In this paper I explore the concepts of voice and space as critical to the issues of widening participation, inclusive learning and teaching and academic engagement. Drawing on research conducted between 2006 and 2008 within two universities in England, and developmental work carried out with some of the teacher participants subsequently, I explore the ways in which teachers can create safe and inclusive spaces in which all voices may be heard and in which meaningful learning may take place. I discuss some of the challenges and complexities of learning and teaching in a mass higher education system that purports to be inclusive yet that often leaves students isolated and disengaged. I illustrate, with reference to classroom observation and interview data, the emergence of a group of teachers that I call ‘artisan teachers', who, whilst navigating these challenges, apply their personal aesthetic to the academic engagement of all students.

Journal ArticleDOI
TL;DR: This paper presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010 to provide a reflected understanding of how today's generation experiences deep and meaningful learning in their playful biographies.
Abstract: Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today's generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.

Journal ArticleDOI
TL;DR: In this article, Academic Social Networking Brings Web 20 Technologies to the Middle Grades Middle School Journal: Vol 42, Meaningful Learning in 21st Century Schools, pp 12-19
Abstract: (2011) Academic Social Networking Brings Web 20 Technologies to the Middle Grades Middle School Journal: Vol 42, Meaningful Learning in 21st Century Schools, pp 12-19

Journal Article
TL;DR: In this article, the authors describe a practical experience in the use of role playing as a strategy to help university students achieve meaningful learning in public administration, business administration and social work at the University of Antofagasta in Chile.
Abstract: The article describes a practical experience in the use of role playing as a strategy to help university students achieve meaningful learning. Single, instrumental case studies were the method used, and a single course was examined for an indepth analysis of role playing. The experiment was conducted with third-year undergraduate students in public administration, business administration and social work at the University of Antofagasta in Chile. The findings show a clear improvement in their academic performance compared to a traditional assessment of the contents of the course in question. In addition, methodological elements are provided to replicate the experience.

Journal Article
TL;DR: In this paper, a game called "Super Atom" was used for teaching chemistry in elementary school, which was based on the Theory of Meaningful Learning of Ausubel and examined the learning of students from 54 public schools in Brazil.
Abstract: This article aims to promote research on the contributions of a game called "Super Atom" for teaching chemistry in elementary school. The research, which combines quantitative and qualitative methodologies, was held in 2010, to be based on the Theory of Meaningful Learning of Ausubel and examined the learning of students from 54 public schools of Bandeirantes, Parana, Brazil. For data collection used questionnaires that were applied before and after application of the game, and direct observation. Through the results obtained, we touch the game "Super Atom" is effective in teaching the content in question and provides a meaningful learning, being also competent in creating an environment of relaxation and joy among the students, with a real motivator for the teaching of chemistry.

Journal ArticleDOI
TL;DR: A pedagogical model that combines video production with PBL to support students’ meaningful learning is designed and implications for the course design and for the video-supported PBL model are presented.
Abstract: This paper reports on a design-based research for designing, implementing, and refi ning a problem-based learning (PBL) course on educational digital video at the University of Lapland’s Faculty of Education. The course builds on a combination of problem solving in small group tutorial sessions and realizing a practical hands-on project during which the students design and produce educational videos about the topics they are studying. The research has a dual goal of refi ning the PBL course and designing a pedagogical model that combines video production with PBL to support students’ meaningful learning. The data were collected through a questionnaire for the course students, audio recordings of students’ interviews, and students’ performance results. Results and their implications for the course design and for the video-supported PBL model are presented.

Journal ArticleDOI
28 Oct 2011-Science
TL;DR: Karpicke and Blunt reported that retrieval practice produces greater gains in learning than elaborative studying with concept mapping and concluded that this strategy is a powerful way to promote meaningful learning of complex concepts commonly found in science education.
Abstract: Karpicke and Blunt (Reports, 11 February 2011, p. 772) reported that retrieval practice produces greater gains in learning than elaborative studying with concept mapping and concluded that this strategy is a powerful way to promote meaningful learning of complex concepts commonly found in science education. We question their findings on methodological and epistemological grounds.

17 Oct 2011
TL;DR: In this paper, the authors explored the effect of concept mapping, as a metacognitive teaching strategy on the critical thinking skills and dispositions of junior and senior level baccalaureate nursing students.
Abstract: Teaching and assessing critical thinking have great professional benefit to nursing education (Daley, 1996, Facione, 1996). Major issues still center on and are discussed by nurse educators about the importance of teaching strategies that enhance critical thinking skills and measurements of critical thinking (Adams, 1999; Daley, Shaw, & Balistrieri, 1999; Facione & Facione, 1997). The purposes of this quasi experimental study, using a pretest – posttest control group design were twofold. The first purpose was to explore the effect of concept mapping, as a metacognitive teaching strategy on the critical thinking skills and dispositions of junior and senior level baccalaureate nursing students. The second purpose was to evaluate the changes in students' concept mapping skills over time. This research was based upon David Ausubel’s theory of meaningful learning (1968) and Joseph Novak and Bob Gowin’s (1984) work on the application of meaningful learning using concept mapping. The convenience sample included 32 students in the experimental group and 45 students in the control group. The participants were enrolled in accredited generic baccalaureate nursing programs. The students in the experimental group developed two concept maps over the course of a full academic semester. The California Critical Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) were used to measure the variables. Novak and Gowin's (1984) scoring criteria were used to score the concept maps. The pretest scores of the two groups did not differ significantly. The experimental and control groups did not differ on CCTST or CCTDI posttest scores. There was no relationship between critical thinking skills and dispositions scores. Nursing students who used concept mapping showed no increase in their CCTST and CCTDI on posttest scores. The first concept maps showed fewer concepts, and less connecting of concepts than the second concept maps, supporting Ausabel’s Meaningful Learning Theory. The findings of this study suggest that concept mapping triggers critical thinking, which guides the student to engage in meaningful learning. However, the need still exists for researchers to use other critical thinking tools that may capture students’ growth of critical thinking over time.