Showing papers on "Meaningful learning published in 2014"

Student views on the use of a flipped classroom approach: Evidence from Australia

Abstract: A report on an introduction of a "flipped classroom" approach to lectures in a final-year actuarial course is presented. At the heart of the flipped classroom is moving the "delivery" of material outside of formal class time and using formal class time for students to undertake collaborative and interactive activities relevant to that material. Students were surveyed both at the start and end of the semester to obtain their views on lectures in general and the flipped classroom structure. After experiencing the entire course with this teaching style, student views became, on average, far more positive towards the flipped classroom approach.JEL: A22KEYWORDS: Flipped Classroom, Inverted Classroom, Student PerceptionsINTRODUCTIONThe face-to-face model of a number of lectures plus a single tutorial each week has been a standard approach to course delivery in higher education for decades. Despite the revolution that the internet has been to education in providing flexible access to course material, tradition dictates that a number of hours each week be set aside for formal lectures and tutorials.The maintenance of the formal lecture and tutorial structure is despite significant evidence that the traditional lecture format is not the most effective way for most students to learn. One approach to a more active student experience is through a "flipped classroom" model (first introduced by Baker, 2000, and Lage et al., 2000, and popularized through online videos and activities by, among others, Karl Fisch, Jon Bergmann and the Khan Academy). At the heart of the flipped classroom is moving the "delivery" of material outside of formal class time (through the use of extensive notes, video recorded lectures and other appropriate means) and using formal class time for students to undertake collaborative and interactive activities relevant to that material.This paper reports on a move to a flipped classroom approach in a compulsory final-year course in the undergraduate actuarial program at the Australian National University (ANU). There are two specific research questions of interest. First, do students value the traditional lecture format compared to other learning activities? This is a question that has been extensively researched in the literature, although in this case it will flow into a second and less well researched question, how do students' perceptions of the use of class time change after being involved in a flipped classroom structure? Both of these questions are answered through the use of a two-part survey taken of students in July and October of the 2012 edition of the course, which was the first time the flipped classroom approach had been used in the course.The next section of the paper reviews relevant literature, in particular that on the use of the flipped classroom approach. Following that is a data and methodology section outlining the flipped classroom approach undertaken and the survey methodology used in answering the two research questions. Following that is the results of the analysis and then concluding comments.LITERATURE REVIEWPrince (2004) provides an overview of the literature on "active learning" and notes the difficulty in measuring its effectiveness due to the different definitions of and approaches to active learning across the literature. In its broadest sense, Prince (2004) describes active learning as requiring students "to do meaningful learning activities and think about what they are doing". These learning environments are "student-centred" in that it is through student activity with the guidance of the teacher that learning occurs. In general, Prince (2004) presents significant evidence of the benefits of active learning. There has been a wealth of research into student perceptions of didactic compared to active learning environments, in both discipline-specific and general higher education literature. In addition to the benefits of active learning described by Prince (2004), Baeten et al. …

The multimedia principle.

Abstract: Multimedia messages should be designed to facilitate multimedia learning processes. This chapter first explores three assumptions underlying a cognitive theory of multimedia learning: dual-channel assumption, limited-capacity assumption and active processing assumption. Three memory stores in the cognitive theory of multimedia learning are: sensory memory, working memory, long-term memory. For meaningful learning to occur in a multimedia environment, the learner must engage in five cognitive processes: selecting relevant words for processing in verbal working memory, selecting relevant images for processing in visual working memory, organizing selected words into a verbal model, organizing selected images into a pictorial model, and integrating the verbal and pictorial representations with each other and with relevant prior knowledge activated from long-term memory. The chapter also explores three demands on cognitive capacity during multimedia learning: extraneous processing, essential processing and generative processing.

Accountability for College and Career Readiness: Developing a New Paradigm

Abstract: As schools across the country prepare for new standards under the Common Core, states are moving toward creating more aligned systems of assessment and accountability. This paper recommends an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school. Drawing on practices already established in other states and on the views of policymakers and school experts, this paper proposes principles for effective accountability systems and imagines what a new accountability system could look like in an imagined “51st state” in the United States. While considerable discussion and debate will be needed before a new approach can take shape, this paper’s objective is to get the conversation started so the nation can meet its aspirations for preparing college- and career-ready students.

Blending Online Asynchronous and Synchronous Learning.

Abstract: In this article I will share a qualitative self-study about a 15-week blended 100% online graduate level course facilitated through synchronous meetings on Blackboard Collaborate and asynchronous discussions on Blackboard. I taught the course at the University of Tennessee (UT) during the spring 2012 semester and the course topic was online learning environments. The primary research question of this study was: How can the designer/instructor optimize learning experiences for students who are studying about online learning environments in a blended online course relying on both synchronous and asynchronous technologies? I relied on student reflections of course activities during the beginning, middle, and the end of the semester as the primary data source to obtain their insights regarding course experiences. Through the experiences involved in designing and teaching the course and engaging in this study I found that there is room in the instructional technology research community to address strategies for facilitating online synchronous learning that complement asynchronous learning. Synchronous online whole class meetings and well-structured small group meetings can help students feel a stronger sense of connection to their peers and instructor and stay engaged with course activities. In order to provide meaningful learning spaces in synchronous learning environments, the instructor/designer needs to balance the tension between embracing the flexibility that the online space affords to users and designing deliberate structures that will help them take advantage of the flexible space.

The effectiveness of digital storytelling in the classrooms: a comprehensive study

Abstract: In recent years the use of new technologies in educational systems has increased worldwide as digital cameras, personal computers, scanners, and easy-to-use software have become available to educators to harness the digital world. The impact of new technologies in educational contexts has been mostly positive as new technologies have given educators the opportunity to enhance their knowledge, skills, and therefore enhance the standard of education. Researchers have found that student engagement, achievement and motivation are enhanced through integration of such technologies. However, education systems still face many challenges: one of these challenges is how to enhance student engagement to provide better educational outcomes. It has become increasingly important to use innovative pedagogical models to engage learners. Digital storytelling is one of the innovative pedagogical approaches that can engage students in deep and meaningful learning. This research project aimed to create a constructivist learning environment with digital storytelling. The research investigated the pedagogical aspects of digital storytelling and the impact of digital storytelling on student learning when teachers and students use digital stories. A multi-site case study was conducted in one Australian school at primary and secondary levels. In selected classrooms, students and teachers had the opportunity to engage in innovative learning experiences based on digital storytelling. In order to enhance the reliability and validity of the research, multiple methods of data collection and analysis were used. Data was collected with qualitative and quantitative methods. An evaluation rubric was used to collect quantitative data, while interviews and observation were used to collect qualitative data. Data collection was guided by a mixed methods research design in order to evaluate if and how digital storytelling enhances teaching and learning outcomes. The findings from this study suggest that digital storytelling is a powerful tool to integrate instructional messages with learning activities to create more engaging and exciting learning environments. It is a meaningful approach for creating a constructivist learning environment based on novel principles of teaching and learning. Thus, this approach has the potential to enhance student engagement and provide better educational outcomes for learners.

The Four-Component Instructional Design Model : Multimedia Principles in Environments for Complex Learning

Abstract: This introductory chapter provides a definition of multimedia learning, offers a rationale for multimedia learning, outlines the research base for multimedia learning, summarizes changes since the first edition, and draws distinctions between the two approaches to multimedia design, three metaphors of multimedia learning, three kinds of multimedia learning outcomes, and two kinds of active learning. Multimedia represents a potentially powerful learning technology that is, a system for enhancing human learning. A practical goal of research on multimedia is to devise design principles for multimedia presentations. In addressing this goal, it is useful to distinguish between two approaches to multimedia design a technology-centered approach and a learner-centered approach. Response, strengthening, information acquisition, and knowledge construction are three metaphors of multimedia learning. Research on learning shows that meaningful learning depends on the learner's cognitive activity during learning rather than on the learner's behavioral activity during learning.

Retrieval practice with short-answer, multiple-choice, and hybrid tests

Abstract: Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

Demographic factors, TPACK Constructs, and teachers' perceptions of constructivist-Oriented TPACK

Abstract: Teachers’ knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are currently no available surveys for understanding teachers’ perceptions in this aspect. Therefore, teachers’ perceived knowledge gaps in terms of constructivist-oriented technology integration are not well understood. Using the Technological Pedagogical Content Knowledge for Meaningful Learning Survey, this study examines the constructivist-oriented technological pedagogical content knowledge perceptions of 354 practicing teachers. The survey was first validated through exploratory and confirmatory factor analyses. Regression analysis found that teachers’ perceptions of technological pedagogical knowledge, technological content knowledge, and technological knowledge had the largest positive relationships with their constructivist-oriented technological pedagogical content knowledge. It was not related to teachers’ age and gender but primary school teachers and those with more teaching experience tend to be less confident of their constructivist-oriented technological pedagogical content knowledge. These results show that when teachers develop intermediate forms of technological pedagogical content knowledge, it contributes to their confidence for constructivist-oriented technology integration. The specific challenges faced by experienced teachers and primary school teachers need to be better understood and considered when designing teacher technology professional development.

Extending the flipped classroom model: Developing second language writing skills through student-created digital videos

Abstract: This paper describes a project that aimed to leverage the students’ interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form part of the already established flipped classroom model. Feedback from students suggests that there was tension between students as producers, and students as consumers. Student-created videos promoted second language learning through research, simplification, explanation, and encouraged more focus on form, promoting accuracy in English. However, it was also noted that students prefer a teacher explanation than a peer explanation and there were concerns over the “trustworthiness” of a peerproduced video tutorial.

A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App Development in an After-School Program

Abstract: To understand the digital divide as a matter of social justice, I identify access to computational fluency as a civil rights issue. “Access” refers to material as well as social resources, including meaningful learning opportunities that create the conditions for urban youth to engage in computational thinking. In this article, I explore how a critical pedagogical approach facilitates the engagement of urban youth in a mobile app development project within an after-school program. Drawing on field notes and video data over a semester-long project, I provide qualitative reflections on student engagement using the theoretical perspective of situated cognition. Findings reveal that the affordances of critical pedagogy for student engagement include the opportunity to situate computational activity within a sociopolitical context, as well as an allowance for multiple pathways into meaningful participation.

Meaningful Learning in Practice

Abstract: Summary In our research paper, we set out the key principles of learning in the classroom. We attempt to show learner’s products which are useful to predetermine meaningful learning. We aim to spread those key principles, according to which concept maps and collaborative works have an essential role. In addition, we offer a meaningful learning experience carried out in our classroom and we expound the advantages of concept mapping and meaningful learning. As a result of our study, we launched our e-book entitled Meaningful learning in practice. How to put meaningful learning in the classroom, which is freely available on the Internet. We also present a CD-ROM containing educational tasks, promoted by the Government of the Canary Islands (Spain), and our Web page www.meaningfullearning.eu 1.- Key Concepts Meaningful learning: According to Ausubel, "the most important single factor influencing learning is what the learner already knows". Therefore meaningful learning, which implies longer retention than memorizing, occurs when humans relate new concepts to pre-existing familiar concepts. Then changes are produced in our cognitive structure, concepts are modified and new links are created. It is a useful tool because it enables real learning, it generates greater retention and it facilitates transferences to other real situations. Concept mapping: Concept maps are helpful tools for representing knowledge visually. Concept maps were designed by Novak, who based his research on Ausubel's theory. Their graphic display takes the form of a network that shows concepts connected by nodes and arrow symbols defining relationships between them. Joseph D. Novak's research resulted amazing because concept maps could accurately capture children's knowledge and show very specific modifications in their conceptual understanding. In addition, he proved there are significant differences between knowledge of children who are taught basic science concepts in first grades, with knowledge of these same children in superior grades. Educational resources: They concern materials and objects which are useful for school teaching. They may come from a great variety of fields and they can be used in countless ways. All materials and objects can indeed become educational resources when used appropriately and logically. They are necessary to illustrate concepts concerning the schoolwork done in the classroom. It makes them more helpful when we use a diversification of sources and supports.

Engaging students in learning: findings from a study of project-led education

Abstract: This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students’ perceptions of PLE as a learning device and its implications for faculty and students’ role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.

The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study.

Abstract: This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and the countries where the studies were carried out. Meta-analysis is the method employed in order to statistically combine the quantitative data collected from many studies of the same topic, and to reach a general conclusion from the results. In this respect, following the literature research, 31 studies (42 effects) which investigated the effectiveness of brain-based learning on students' academic achievement between the years 1999-2011 met the inclusion criteria, were reported in English and Turkish, and were included in the meta-analytical research. The findings indicate that 35 out of 42 comparisons had positive effect sizes. It revealed that brain-based learning has a positive but medium effect (d=.640) on students' academic achievement. In addition, when compared with the studies conducted in Turkey and the USA, it drew the conclusion that there is a significant difference between the groups while there is no difference in any effect sizes in terms of education level, subject matter and sampling size.Key WordsAcademic Achievement, Brain-Based Learning, Meta-analysis, Neuroscience, Neurophysiologic Learning.In recent years, electrophysiological studies, neuropsychological tests and the use of imaging techniques (Vaid & Hall, 1991; Vigliocco, Vinson, Druks, Barber, & Cappa, 2011; Weintraub, 2000) have created opportunities for researchers in the structural and functional studies of the human brain which have provided clues resulting in big changes for the field of education.By knowing how the brain works, brain-based learning supports learning by discovering the ways of maximum learning (Carolyn, 1997). This approach associates learning with the brain and the way it works, and mentions the positive effects of the brain's features and its enhancing performance on learning. Therefore, it is mainly interested in the development of the brain. Through neuroscience, investigating the relationship between the brain, the neural system and our cognitive behaviors, brain-based learning is increasingly supported by studies, especially with the improvement of MRI, PET and MEG technologies (Hansen & Monk, 2002). Today, tests are carried out with the use of these new technologies. The position of neurons in a living human brain can be color-imaged by systems such as the positron emission tomography and Nuclear Magnetic Resonance Imaging (NMRI). In this way, several variables like memory, emotion, attention, mapping and their effects on learning are studied (Soylu, 2004; Tascioglu, 1994; Thomas, 2001; Weiss, 2000). These studies, both in our country and around the world, provide us with interesting data. For instance, it is revealed that cell clusters examined by imaging techniques don't have systematic structures as supposed, or that the linguistic part of a person isn't in the same place as that of another person (Ergenc, 1994).The essential point of brain-based learning is meaningful learning. Mapping is required to maintain meaningful learning. Mapping means that new knowledge is linked to previous knowledge and the new knowledge is put into the current system (Keles & Cepni, 2006).The phrases of brain-based learning are the ones that make learning meaningful and permanent (Hasra, 2007, p. 40). These phrases are relaxed alertness, orchestrated immersion, and active processing. Caine and Caine (1990) explain these:Relaxed Alertness: It means to create the optimal emotional and social climate for learning. A challenging learning environment with minimal threats should be provided (Gulpinar, 2005). When a person is interested in something, s/he is open to learn, or vice versa. …

Introducing Problem-Based Learning (PBL) into a Foundation Programme to Develop Self-Directed Learning Skills.

Abstract: This article reports on the qualitative aspects of a study that examined whether introducing a Problem-based Learning (PBL) approach in a one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills. This interpretiveconstructivist case study was located in evaluation research. Data were collected by means of classroom observations and interviews with 35 students and 14 former students. Findings indicated that introducing students to a PBL approach did promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. The sustainability of the meaning-directed learning skills was questionable if student beliefs in the approach did not support the activities employed. Introducing PBL into a foundation programme can develop self-directed learning skills in students and set in motion a process of growth towards lifelong learning. Keywords: disadvantaged learners; evaluation research; foundation programmes; lifelong learning; Mathematics and Physical Science education; Problem-based Learning; self-directed learning; self-regulated learning

Chemistry Education: Ten Heuristics To Tame

Abstract: Students in our chemistry classes often generate shallow responses to our questions and problems. They fail to recognize relevant cues in making judgments and decisions about the properties of chemical substances and processes, and make hasty generalizations that frequently lead them astray. Results from research in the psychology of decision making can help us better understand how students approach chemistry tasks under conditions of limited knowledge, time, or motivation. In this contribution, I describe 10 cognitive heuristics that are often responsible for biases in student thinking. Helping students tame these heuristics may allow us to foster more meaningful learning in chemistry classrooms.

Design-Based Interventions for Promoting Students’ Identity Exploration within the School Curriculum

Abstract: Purpose Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning. Moreover, identity exploration in school has been associated with adaptive motivation for learning the academic material. Particularly in the fast-changing environment of contemporary society, confidence and skills in identity exploration and self-construction seems to be increasingly important. Therefore, promoting students’ identity exploration in school within the curriculum and in relation to the academic content should be adopted as an important educational goal. The purpose of this paper is to describe a conceptual framework for interventions to promote students’ identity exploration within the curriculum. The framework involves the application of four interrelated principles: (1) promoting self-relevance; (2) triggering exploration; (3) facilitating a sense of safety; and (4) scaffolding exploratory actions. Approach We begin the paper with a conceptual review of identity exploration. We follow by specifying the conceptual framework for interventions. We then present a methodological-intervention approach for applying this framework and describe three such interventions in middle-school contexts, in the domains of environmental education, literature, and mathematics. Findings In each intervention, applying the principles contributed to students’ adaptive motivation and engagement in the academic material and also contributed to students’ identity exploration, though not among all students. The findings highlight the contextual, dynamic, and indeterminate nature of identity exploration among early adolescents in educational settings, and the utility of the conceptual framework and approach for conceptualizing and intervening to promote identity exploration among students. Value This paper contributes to the conceptual understanding of identity exploration in educational settings, highlights the benefits and the challenges in intervening to promote identity exploration among students, and discusses the future directions in theory, research, and practice concerned with the promotion of identity exploration in educational settings.

Knowledge sharing among Malaysian universities’ students: do personality traits, class room and technological factors matter?

Abstract: Active and voluntarily sharing of knowledge is an essential element of effective and meaningful learning at university level Recognising the role and importance of Big Five personality traits (extraversion, conscientiousness, agreeableness, emotional stability and openness) in encouraging knowledge-sharing behaviour, this paper adds the classroom (instructor support and degree of competition) and technological factors (technology availability and support) to model general knowledge-sharing patterns Survey instrument was used to collect from six private and six public universities in Malaysia Out of 700 surveys distributed, 474 data were used for analysis representing the response rate of 6771% Extraversion, conscientiousness, instructor support, degree of competition and technology support are found to have positive relationship with knowledge-sharing patterns However, emotional stability is found to have negative relationship A practical implication of these results is that instructors could advan

Inquiry-based Teaching in Second and Foreign Language Pedagogy

Abstract: It is the consensus among language educators that the objectives of teaching a second/foreign language (L2) put stress on the enhancement of students’ communication skills and advocate the importance of interaction in the classroom. In addition to theories and methods exclusively dedicated to language instruction, the domain-independent inquiry-based teaching, a cognitive approach, can be easily and effectively integrated into the L2 classroom which echoes the concerns and needs in L2 education. Inquiry teaching is characterized by its question-answer interactive information exchanges. Instead of learning passively, it stimulates students to actively engage in cognitive and discovery learning activities. It is assumed that this active, discovery, or Socratic teaching approach promotes the dynamics in class, draws and maintains students’ attention, reinforces meaningful communication, deepens and expands intellectual capacity, and facilitates learning transfer. Most importantly, it supports the development of learner’s cognitive and metacognitive strategies. This technique best fits within the theme-based text and can be conducted in an expanding spiral pattern. A questionnaire was administered in a Chinese as a second language class to assess students’ feedback on the effectiveness and preference of this approach and favorable findings were revealed. Students expressed enthusiasm on inquiry-based teaching and indicated that this approach reinforced their learning and understanding of the course material. Qualitative data also shows that inquiry-based teaching enhanced students’ classroom engagement and fostered an effective and meaningful learning experience.

Towards meaningful simulation-based learning with medical students and junior physicians.

Abstract: Background: This research provides an educational perspective on simulation-based medical education by implementing both the characteristics of meaningful learning and the concepts of facilitating, training, and learning processes.Aims: This study aims to evaluate, from the perspectives of both facilitators and students, the meaningfulness of five different simulation-based courses.Methods: The courses were implemented in the spring of 2010. The data were collected from facilitators (n = 9) and students (n = 25) using group interviews (one individual interview), observations, video recordings, and pre- and post-questionnaires. The research analyzes qualitative data using the qualitative content analysis method to answer the following research question: From facilitators’ and students’ perspectives, how does the facilitating and training in simulation-based learning environments (SBLEs) foster the meaningful learning of students?Results: It seems that simulation-based learning is, at its foundation, meanin...

Supporting students’ conceptual development of light refraction by simulation-based open inquiry with dual-situated learning model

Abstract: Although light is an everyday phenomenon that we constantly observe, a numerous researches have reported that students often displayed learning difficulties and hold unscientific understanding on physics concepts of light wave. To address the situation, inquiry-based learning process with a support of computer simulation has been proved its benefits on development of student’s conceptual learning in science. This paper presents the effects of simulation-based open inquiry with dual-situated learning model on forty 11th grade students' conceptual understanding of light refraction phenomena and change of their conceptions through mixed research methodology. The concurrent mixed methods strategy of one-group pre-, post-, and retention-quasi-experimental design and phenomenological research design was used in this study. The result showed that the students’ conceptual understanding scores for pre-, post-, and retention tests were significantly different and their understanding could be improved after participating with the learning program, which is consistent with a result regarding the quantity of conceptual change. The evidence also indicated that mechanism of conceptual change induced the students’ progression of scientific conceptual understanding of light refraction. Moreover, the result revealed that the later scientific understanding obtained after the participation was preserved within the students’ cognitive structure of conceptual knowledge. This finding suggests that the learning program of simulation-based open inquiry with dual-situated learning model could be used to support a more meaningful learning in science concepts through the process of conceptual change.

Students’ understanding of genetics concepts: the effect of reasoning ability and learning approaches

Abstract: Students tend to learn genetics by rote and may not realise the interrelationships in daily life. Because reasoning abilities are necessary to construct relationships between concepts and rote learning impedes the students’ sound understanding, it was predicted that having high level of formal reasoning and adopting meaningful learning orientation would improve students’ understanding of genetics concepts. To test this hypothesis, relationships among students’ understanding of genetics concepts, reasoning ability and learning approaches were investigated. A total of 586 eleventh-grade students participated in the study. Students’ reasoning ability and learning orientation were measured using the Test of Logical Thinking and the Learning Approach Questionnaire, respectively. Students’ understanding of fundamental genetics concepts was assessed using the Two-tier Genetics Concepts Test. Regression analyses were conducted to examine predictive influence of reasoning ability and learning orientations on stude...

Concept Mapping as a Mindtool for Critical Thinking

Abstract: Concept mapping is a mindtool (cognitive tool) that can enhance the interdependence of declarative and procedural knowledge to produce yet another form of knowledge representation known as structural knowledge (Jonassen, 1996). Structural knowledge is best described as knowing why something is the case. It helps learners integrate and interrelate declarative and procedural knowledge by activating the perceived static nature of declarative knowledge and by increasing the awareness of why one knows how to do something. By using computer-based concept mapping tools as a cognitive or learning strategy, learners can sharpen inference-making and critical thinking skills and can avoid the acquisition and accumulation of inert (unusable) knowledge. This article discusses the use and application of two computer-based concept mapping tools, Inspiration® and Semnet®, in educational contexts to foster meaningful learning and understanding. Inspiration® and Semnet® are visual thinking environments that allow u...

Teachers’ professional beliefs about their roles and the pupils’ roles in the school

Abstract: In recent decades, many educational reforms have been implemented that aim to effect a change in teachers’ and pupils’ roles by promoting meaningful learning. Yet, little is known about how teachers perceive these roles as a part of their professional belief system. In this study, 68 Finnish comprehensive school teachers were interviewed. The data were content analysed. The results showed that teachers recognised the importance of facilitating pupils’ active role in learning, but still mostly considered pupils as passive in school practices. Moreover, teachers perceived pupils as active educational participants most often outside the classroom, in informal school settings. Correspondingly, teachers described themselves primarily as knowledge transmitters in pupils’ learning. In their professional community, teachers perceived themselves mostly as reproducers of knowledge instead of facilitators of learning. There was also variation between the teachers as well as within a single teacher’s beliefs.

On the Importance of Collaborative Peer Learning as a Collective Learning Experience in Finnish Higher Education Classrooms

Abstract: This article discusses the need for collaborative learning in higher education as a means to advance a moral democracy in the classroom and in the community as well as the role of the neoliberal state in the commodification of knowledge and how this commodification has related to Finnish higher education. The transformation in Finnish education from the traditional Nordic model to the neoliberal model has stifled debate, deliberation and collaboration in the classroom. University students’ (N=150) evaluations that were given to the teacher after teaching thirteen courses in English reading comprehension and English oral skills in 2012-2013 formed the data of this study. The feedback was analyzed through qualitative content analysis by categorizing the answers according to the themes of meaningful learning experiences, abilities of critical thinking, and opinions on collaborative learning. As a conclusion, a direct-action pedagogy to counter the banking concept of education is stressed.

A new personalized learning path generation method: aco-map

Abstract: Personalized curriculum sequencing is an important issue to achieve learning goal especially in e-learning systems. The main challenge of the traditional teaching system is providing courses suitable to different learners with different knowledge background. Therefore, many researchers developed adaptive learning path systems in order to promote the effectiveness and performance of learning process. Furthermore, an optimal adaptive learning path can help the learners in reducing the cognitive overload and disorientation. In this paper, a novel two stages adaptive learning path algorithm, which is called ACO-Map is proposed. Discovering groups of learners according to their knowledge patterns is performed based on the results of pre-test, in first stage. Then in second stage ant colony optimization as a metaheuristic method is applied to find a learning path based on Ausubel Meaningful Learning Theory. The investigation emphasizes the association between the learning content and the knowledge level of each learner in adaptive learning. The output of this algorithm is an adaptive learning path for each group of learners according to their needs.