Showing papers on "Meaningful learning published in 2016"

Identifying significant indicators using LMS data to predict course achievement in online learning

Abstract: This study sought to identify significant behavioral indicators of learning using learning management system (LMS) data regarding online course achievement. Because self-regulated learning is critical to success in online learning, measures reflecting self-regulated learning were included to examine the relationship between LMS data measures and course achievement. Data were collected from 530 college students who took an online course. The results demonstrated that students' regular study, late submissions of assignments, number of sessions (the frequency of course logins), and proof of reading the course information packets significantly predicted their course achievement. These findings verify the importance of self-regulated learning and reveal the advantages of using measures related to meaningful learning behaviors rather than simple frequency measures. Furthermore, the measures collected in the middle of the course significantly predicted course achievement, and the findings support the potential for early prediction using learning performance data. Several implications of these findings are discussed.

A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It.

Abstract: Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who seek clear guidelines to support students’ engagement and autonomous learning. SCL is rooted in constructivist and constructionist as well as self-determination theories. Constructs of these theories have been studied respectively; however, the intersections among the three theories require further exploration. First, we identify autonomy, scaffolding, and audience as key constructs of SCL engagement. Then, we propose a design framework that encompasses motivational, cognitive, social, and affective aspects of learning: Own it, Learn it, and Share it. It is recommended that students: (a) develop ownership over the process and achieve personally meaningful learning goals; (b) learn autonomously through metacognitive, procedural, conceptual, and strategic scaffolding; and (c) generate artifacts aimed at authentic audiences beyond the classroom assessment. Furthermore, we suggest ten design guidelines under the framework and conclude with questions for future research.

The Impact of the Flipped Classroom on Mathematics Concept Learning in High School.

Abstract: Introduction Mathematics is one of the important subjects in our school curriculum. "In the present quantitatively complex society, a person needs a functional knowledge of mathematical content to make informed decisions as a citizen and as a worker" (Wilkins & Ma, 2003, p. 1). However, Manjul Bhargava, an ace number theorist, who has recently won the Fields Medal, has mentioned that mathematics is taught as a robotic subject (Rajghatta, 2014). This leads the students to struggle in understanding mathematics courses in high school (Offer & Bos, 2009). In fact, mathematics educators are facing one of the major challenges to improve the performance of the students in mathematics (Tan & Tan, 2015). With the rapid advancement in educational technology, many researchers have recommended the use of technology across the mathematics curriculum as it produces positive results in learning and understanding the concepts (Lazakidou & Retalis, 2010; National Council of Teachers of Mathematics, 2006). Researchers and practitioners have been exploring alternative strategies and teaching methods to engage and motivate the students in learning process. The flipped classroom is one of those alternatives. Many researchers have described the flipped classroom as a model in which learners access the online video lectures uploaded by the instructor prior to the classroom sessions and use class time to participate in meaningful learning activities, instructor-guided problem solving, and discussions (Bergmann, Overmyer, & Wilie, 2012; Chen, Wang, Kinshuk, & Chen, 2014; Fautch, 2015; Hughes, 2012). In addition, the flipped classroom allows the learners to learn at their own pace (Davies, Dean, & Ball, 2013). This results in a paradigm shift from the teacher-centered approach to a student-centered approach (Kong, 2014). Research evidence, on the use of the flipped classroom in the teaching and learning of various disciplines, including statistics, chemistry, English, nursing, engineering, and pharmacy (Davies et al., 2013; Fautch, 2015; Hung, 2015; Mason, Shuman, & Cook, 2013; Missildine, Fountain, Summers, & Gosselin, 2013; Schultz, Duffield, Rasmuseen, & Wageman, 2014; Strayer, 2012; Wilson, 2013) is available, but research in high-school mathematics appears to be limited. To fill this gap, the present study examined the effectiveness of the flipped classroom model on mathematics concept learning in high school. Theoretical background The cognitive theory of multimedia learning (CTML) was proposed by Mayer (2001). It was based on dual code theory (Paivio, 1986) and cognitive load theory (Chandler & Sweller, 1991). CTML centered on three assumptions: dual channels, which considered human to possess separate channels for information processing, an auditory/verbal channel and a visual/pictorial channel (Baddeley, 1992; Paivio, 1986); limited capacity, which postulated that human working memory has limited capacity for information processing (Baddeley, 1992; Chandler & Sweller, 1991); and active processing, which means humans must actively select, organize, and store information for long-term memory (Wittrock, 1989). CTML explains why the flipped classroom may improve learning. The flipped classroom incorporated some of the designed principles of the CTML: * the multimedia principle, which states that students learn better from words and pictures than words alone (Mayer, 2001). The flipped classroom can implement this principle by providing videos that contain text and pictures along with narration. * the modality principle, which states that students learn better from narration rather than on-screen text (Mayer, 2001). The flipped classroom can implement this principle by providing the explanation of the problem solving in mathematics. * the individual differences principle, which states that all design principles have a stronger effect on lowknowledge learners. …

Elementary School Students’ Attitude toward Science and Related Variables

Abstract: Worldwide studies have revealed an important issue in that an increasing percentage of students within the X – Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science.

A teoria dos campos conceituais de vergnaud, o ensino de ciências e a pesquisa nesta área

Abstract: Vergnaud’s conceptual fields theory is described as a possible framework for science education and for research in this area. In addition to the description of the theory, some links are established with other frameworks such as meaningful learning, problem solving, and mental representations.

Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students’ Perceptions of Control and Responsibility

Abstract: Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students’ affective experiences in the chemistry laboratory can be a very difficult task. While attitudinal surveys offer some insights, an inherent limitation of such fixed-response surveys may prevent students from expressing how their laboratory experiences shape their affective learning. Conducting interviews, however, affords researchers the opportunity to hear students describe learning in their own words. One challenge with interviews is that students may not possess the vocabulary to precisely describe their experiences. Therefore, the purpose of this study was to conduct interviews that encouraged and enabled students to verbalize their feelings about learning in the undergraduate chemistry laboratory. Interviews were conducted with 13 students wh...

Evolution of a Model for Socio-Scientific Issue Teaching and Learning

Abstract: Socio-scientific teaching and learning (SSI-TL) has been suggested as an effective approach for supporting meaningful learning in school contexts; however, limited tools exist to support the work of designing and implementing this approach. In this paper, we draw from a series of four design based research projects that have produced SSI curriculum materials, research findings, and design insights. The paper describes the creation and evolution of a model for SSI-TL. The model highlights a sequence of learning experiences that should be featured in SSI-TL and the kinds of learning objectives that should result. Student learning experiences should include encountering a focal SSI; engaging in science practices, disciplinary core ideas and crosscutting concepts as well as socio-scientific reasoning practices; and synthesizing key ideas and practices through a culminating exercise. The proposed learning objectives align with Next Generation Science Standards and also reflect the important social dimensions of SSI.

Funds of Identity: Connecting Meaningful Learning Experiences in and out of School

Abstract: Drawing on research conducted mostly in Catalonia (Spain), Moises Esteban-Guitart outlines a distinct vision of education enhanced by students' identities, which leads to a discussion of the sociocultural factors that shape the processes of learning. He brings these ideas to life by examining traits of a mobile-centric society, the present-day ecology of learning, and his three metaphors of learning (connecting knowledge, connecting minds, and connecting communities). He then suggests a number of basic principles regarding learning for the twenty-first century based on prior literature in the learning sciences. He presents the terms 'funds of identity' and 'meaningful learning experiences', and reviews the funds of knowledge approach and the Vygotskian basis for understanding identity. In the second part of the book, he illustrates a number of strategies for detecting students' funds of identity and their meaningful learning experiences, and describes some practical experiences based on the theoretical framework he adopted.

Use of a game-like application on a mobile device to improve accuracy in conjugating Spanish verbs

Abstract: Interest in using mobile applications to enhance students’ learning in Spanish classrooms runs high; however, little empirical research about their effects has been conducted. Using intentionally designed classroom activities to promote meaningful learning with a mobile application, we investigated the extent to which students of Spanish as a second language (L2) could improve accuracy in conjugating verbs. Pre- and posttest results show that these activities helped students improve not only accuracy but also confidence in conjugating Spanish verbs. The 80 students who participated in this study for four consecutive semesters reported an overall positive experience with the verb-conjugating activities but noted some limitations. Results of this empirical study enhance the learning of Spanish with a mobile application in the classroom.

Social constructivist approach to web-based EFL learning: Collaboration, motivation, and perception on the use of Google Docs

Abstract: Introduction Social influence is considered to have a significant impact on academic success (Schunk, 1999; Riese, Samara, & Lillejord, 2012). It postulates that if students are more able to maintain their social relationships with others in school, they are likely to perform better academically than those who are not. In second or foreign language (L2/FL) learning, there has been great interest among L2/FL researchers and educators in how learners interact with one another for knowledge co-construction or the negotiation of meaning in traditional face-to-face settings in order to enhance linguistic knowledge in the target language, e.g., Foster and Ohta (2005), and Dobao (2012; 2014). Thanks to emerging technology or computer use for daily communication, e.g., emails and chats, socialization has inevitably become part of our everyday lives. In particular, the Internet has been one of the most important resources for strengthening students' learning experiences at the tertiary level (Lee & Tsai, 2011; Liu, Lan, & Ho, 2014); it potentially provides genuine communication to foster autonomous learning (McLoughlin & Lee, 2010). Such meaningful communication via the Internet for educational purposes has been widely researched in recent years, as it is believed that it engenders students' meaningful learning experiences and improves their motivation and engagement (Chu & Kennedy, 2011; Hwang, Wang, & Sharples, 2007; Cheng & Chau, 2013; Winke & Goertler, 2008; Cho & Kim, 2013; Razon, Turner, Johnson, Arsal, & Tenenbaum, 2012; Lan, 2014; Lee & Tsai, 2011; Cho & Jonassen, 2009). However, the relationship between motivation and collaborative learning in a specific context has remained under-explored in the conventional classroom setting (Jarvela, Volet, & Jarvenoja, 2010) or in the web- based environment. Taken together, in this study, the main focus is on the impact of online text-based collaboration outside the classroom on the constructs (e.g., motivation and vocabulary gain) by examining the quantitative data of the questionnaire survey and the Google Docs log files. Socially web-based learning in FL Socially web-based tools have been increasingly adopted for L2 or FL learning. As such, online text chats are being utilized for examining modified interaction between less and more capable interlocutors in order for L2/FL development to occur. During a problem-solving task, a learner's non-target linguistic items that often cause misunderstanding or communication difficulty need to be corrected through employing a clarification request or comprehension check. Such corrected items provide the learner with linguistic input that learner may then use it to generate his/her output; it potentially pushes the learners' production (Yilmaz, 2011). In Collentine and Collentine's (2013) study by adopting a corpus approach to examining learners' complex syntactic structures in Spanish in a SCMC setting, their results show that learners are likely to produce the target sentences (nominal clauses) to reply to their expert interlocutors. Their findings suggest that interaction taking place in SCMC can promote leaners' syntactic knowledge in the target language. Supportive of negotiated interaction that leads to L2/FL development, Smith and Renaud (2013) have put it forward that due to network delay time that affords learners to have more time to process input and monitor their output. In their study, they employed eye-tracking technology to explore L2 learners' attention paid to lexical and grammatical features of the corrective feedback provided by their instructors during text chats. The way in which learners fixated on the target items had a great impact on their linguistic knowledge; learners who were likely to notice the linguistic items tended to acquire them. The results of their study suggest that the amount of eye fixation time significantly associated with the posttest scores (e. …

Implementing an Active Learning Environment To Influence Students’ Motivation in Biochemistry

Abstract: The Biochemistry: Biomolecules Structure and Metabolism course’s goal is to promote meaningful learning through an active learning environment. Thus, study periods (SP) and discussion groups (DG) are used as a substitute for lecture classes. The goal of this study was to evaluate how this learning environment influences students’ motivation (n = 74). Motivation was evaluated by a questionnaire that was described in the literature and by comparing students’ motivation in several courses. The results showed that the students had high achievement and low performance goals in this learning context. This indicates that students worked harder to learn than to get high grades. Students also had high self-efficacy, active learning strategies, and scientific learning values. Moreover, student’s motivation in the active learning environment was higher than or equal to other courses in Pharmacy–Biochemistry. These results demonstrate that the active learning environment had a positive impact on students’ motivation.

On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

Abstract: This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near- and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.

Designing and Implementing Peer Formative Feedback within Online Learning Environments.

Abstract: With increasing need to achieve appropriate balance between learning support and self-regulation within the context of online learning, formative feedback has been identified as a viable means to achieve meaningful engagement. Specifically, this study sought to establish how peer–peer formative feedback was facilitated in an online course and to what extent this engaged students in meaningful learning experiences. This case study entailed an in-depth investigation into the design and implementation of an online course in a New Zealand university. The studied course was part of a postgraduate programme in continuing (in-service) teacher education. The study adopted a case study methodology with a bias on qualitative techniques. Online observations, analysis of the archived course discourse and interviews were utilised as sources of data. The data from multiple sources were subsequently triangulated to corroborate the evidence. The findings indicate that peer formative feedback promoted active learners’ par...

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Abstract: Children’s interests are widely recognised as pivotal to meaningful learning and play in the early years. However, less is known about how children’s diverse interests may contribute to relationships and interactions within peer cultures. This article builds upon previous studies to argue that participation in sociocultural activity generates interests informed by funds of knowledge that children reconstruct in their play. It reports findings from an interpretive study that used filmed footage of children’s play as a provocation to explore the perspectives of children, parents and teachers. The article presents original insights regarding some ways in which mutually constituted funds of knowledge afford opportunities for children to co-construct meaning. The findings also indicate that interests arising from diverse funds of knowledge may contribute to the interplay of power, agency and status within peer cultures. This raises some issues regarding how matters of inclusion and exclusion are unders...

Surveying and modeling students' motivation and learning strategies for mobile-assisted seamless Chinese language learning

Abstract: Introduction In recent years, language learning scholars (e.g., Little, 2007; Tedick & Walker, 1995) have become cognizant of the limitations of classroom-only language learning. Salient criticisms of classroom-only language learning include decontextualization of the learning material and processes, and the lack of autonomous learning and authentic social interactions. These issues typically undermine learners' holistic language development, especially for real-life interactions. In turn, there is an emerging consensus that the language learning process could be extended beyond the classroom, and that learners could be provided with opportunities to use the target language meaningfully and extensively in their daily life (Benson, 2013; Canagarajah & Wurr, 2011). The advancement of mobile technologies could potentially address the aforementioned problems that bedevil classroom-only language learning. Mobile technologies offer pedagogical affordances that educators can leverage to promote meaningful learning among learners, both inside and out of the classroom. The most salient pedagogical affordance of mobile devices is that they allow learning to happen in the real world, which contributes to the authenticity of the learning and situated meaning making (Pachler, 2010). Armed with their mobile devices, learners can actively construct digital artifacts whenever and wherever they have the intention to learn. Subsequently, they can upload the constructed artifacts for sharing, peer critiquing and coconstruction, thereby making learning more collaborative. Researchers have characterized this form of learning wherein there is 24/7 access to at least one mobile device (1:1) as seamless learning (Chan et al., 2006). Since 2006, emerging designs of seamless learning that aim to create holistic and perpetual learning experiences have been reported. Formal and informal learning, individual and social, and physical and digital spaces are thus woven together with the mediation of mobile technologies (Wong & Looi, 2011; Wong, Milrad, & Specht, 2015). Among the 40 seamless learning projects identified in a recent review (Wong, Chai, & Aw, 2015), ten projects were dedicated to the design of language learning tasks in multiple settings. Despite the emergence of studies on seamless language learning (SLL), few researchers have explicitly examined the role of motivation and learning strategies in SLL. This is an important gap given that the likelihood of success in any learning activity is largely determined by students' motivation and learning strategies (Weinstein, Husman, & Dierking, 2000). This lack of research is partly due to the lack of appropriate measures of motivation in technologyenhanced learning environments, as well as the lack of instruments to measure the relevant learning strategies that students use when they are engaged in seamless learning. Furthermore, most SLL studies reported to date have been limited by small sample sizes (e.g., Ogata et al., 2008; Wei, 2012). Students' perceptions of and strategies for SLL offer valuable data that can allow researchers to assess the efficacy of their designed activities, and that can be used for further refinement of the learning designs. In addition, how students' motivation contributes to SLL activities is also a crucial issue to consider, especially in second language acquisition (SLA) settings. Student-centered learning design is associated with learners' motivation and autonomy (self-directedness) to learn. This research therefore aims to address the stated gap by developing and validating an instrument, namely, the Mobile-Assisted Seamless Chinese Language learning Questionnaire (MSCLQ), to measure students' motivation and perceptions of strategies for seamless Chinese language learning through confirmatory factor analyses. Although the current questionnaire was focused on Chinese language learning, we believe that the instrument can easily be adapted for use with other languages. …

The Role of Visual Learning in Improving Students’ High-Order Thinking Skills

Abstract: Various concepts have been introduced to improve students’ analytical thinking skills based on problem based learning (PBL). This paper introduces a new concept to increase student’s analytical thinking skills based on a visual learning strategy. Such a strategy has three fundamental components: a teacher, a student, and a learning process. The role of the teacher includes monitoring the learning process by considering the most productive way to improve higher-order thinking (HOT) skills.Many studies show that students learn from courses that provide information in a visual format. We introduce a meaningful learning strategy for the classroom that promotes the presentation of information in visual formats such as images, diagrams, flowcharts and interactive simulations. Furthermore, we compared visual and traditional learners based on their HOT skills, which were evaluated using the SWOT model. Performance analysis shows that visual leaning tools increased the students’ HOT skills. Keywords : visual learning, PBL, HOT skills

Generation Z students: Will they change our nursing classrooms?

Abstract: The purpose of this paper will be to focus on characteristics of Generation Z students and to provide suggestions for how to create a meaningful learning environment for them. Students who are age 21 or younger, who were born in 1995 or after, are the new Generation Z students. As with any other generational cohort, Generation Z students have their own unique characteristics that influence their approach to education and work. This article presents information about the characteristics of Generation Z students, their views about education and work, information faculty need to understand about this group of students, and implications for nursing educators who are working with Generation Z students.

Simulation in Physical Therapy Education and Practice Opportunities and Evidence-Based Instruction to Achieve Meaningful Learning Outcomes

Abstract: BACKGROUND AND PURPOSESimulation is an established method for building knowledge and ensuring competence in the aviation industry and military training.1 Health care simulation has been widely adopted in medical and nursing education with simulated experiences emerging in program accreditation requirements. Simulation is growing in use for health care staff development, including using simulations in the providers' practice environment. Physical therapy education has a long tradition of simulations, using standardized patients and role playing.2"5 Interprofessional and mannequinbased simulation in physical therapy education is a growing in popularity.6"8 Research in health care simulation consistently reveals the importance of sound debriefing strategies to realize the desired learning objectives.9,10In part, health care simulation has been driven by the increasing sensitivity and attention to inherent risk to patients posed by novice and inexperienced health care providers. Clinical training of physical therapy students is challenged by declining availability of clinical educational experiences and stipulations requiring close supervision of students.11,12 Clinical education cannot be scripted to present the range of situations that prompt the safe execution of skills and decision-making that a physical therapist (PT) must possess. Simulation can introduce the high risk/low frequency clinical events or highly sensitive patient interactions that have low tolerance for error within a learning experience that does not impose risk to actual patients. Furthermore, simulation allows feedback and repetition of events to achieve mastery. This practice can be aided by temporal manipulation of the experience with use of pause to think, rewind to a critical point, or a do-over following a suboptimal performance. Within clinical practice, simulation can also be a risk management strategy to revisit a breakdown of care, evaluate a near miss event, or rehearse a new workflow process.13 Simulation is particularly useful for developing team functioning.14Growing use of simulation in physical therapy education and professional development calls for an evidence-based approach. Best simulation practices require experiences purposely designed to expose the learner's frameworks, the cognitive foundation that directs clinical decisions and actions.15 Research in health care simulation has established essential conditions to create an effective learning environment. Simulation in medical education has demonstrated the importance of supporting realism, using prompts, effectively using confederates, and scripting key elements of the simulation. The key piece to participant learning is postsimulation debriefing, methods that serve to uncover and shape decision frame works. Ideally, a simulation is purposefully designed to expose any decision errors or performance gaps, which can then lend to fruitful debriefing. Various debriefing tools that have been developed and researched can be translated to physical therapy simulation. Evidenced-based simulation and debriefing strategies have the potential to sharpen skills and transform the learner's decision frameworks, which leads to durable improvements in clinical knowledge and competency.The purpose of this perspective is to justify the integration of simulation in physical therapy education and professional development. Simulation grounded in an evidence-based, pedagogical approach is a powerful learning tool independent of the technology available. The perspective will offer strategies, tools, and scripts that physical therapy educators can apply to their own simulations, leading to positive learning outcomes and replacing traditional instructional methods. Furthermore, simulation can support professional development for practicing PTs.POSITIONDespite its recognized value, the pedagogy and learning theory that supports simulation and debriefing is often overshadowed by simulation technology. …

Using Concept Maps to Create Meaningful Learning in Medical Education

Abstract: After defining concept maps, we will present the historical development and theoretical foundations of concept maps derived from disciplines outside of medical education With this foundation and based on the scoping review conducted, the major focus of this article will shift to the application of concept mapping in medical education We have selected instructional strategies and sample maps for three contemporary challenges facing medical education to illustrate the portability and broad application of concept maps: 1 linking basic sciences and clinical practice, 2 developing clinical reasoning, and, 3 interprofessional and group learning Finally, future research studies in concept mapping are suggested The purpose of this article is to provide an in-depth discussion of concept mapping as a meaningful learning strategy in medical education Figure 1 presents the major areas addressed in this article, including the theoretical foundations, along with the applications in medical education in the form of a concept map

Global connectedness in higher education: student voices on the value of cross-cultural learning dialogue

Abstract: The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among students, faculty and invited presenters for creating meaningful learning. Furthermore, they suggest that designing an integrated approach of contents, contexts and activities for critical engagement in global dialogue and knowledge generation in higher education can open up new perspectives to students in education and thereby increase their sense of global connectedness. The research addresses internationalisation of higher education, contributes to the development of international study programmes and provides means to enhance inclusion of global issues in highe...

A project-based learning approach to teaching physics for pre-service elementary school teacher education students

Abstract: This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in learning during the entire course. It improved students’ attitudes towards learning physics, reducing fear, and increasing their self-efficacy and enjoyment of learning. This approach developed essential learning and collaborative skills, and strengthened interpersonal and intercultural interactions among all. Implementing PBL raised several challenges: the tension between the quality of learning and the scope of the course content and the necessity to combine a variety of teaching methods to meet students’ learning needs. The paper describes advantages and difficulties from the perspectives of both students and the instructor.

Video episodes and action cameras in the undergraduate chemistry laboratory: eliciting student perceptions of meaningful learning

Abstract: A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N = 13) were observed and video recorded while performing one of their assigned laboratory experiments. Each student wore an action camera as well as a lapel microphone attached to a voice recorder to capture the experiment from the students' perspective. A tripod camera was also placed unobtrusively in the lab to record the student from a third person perspective. Students were interviewed within 48 hours of their video recording and asked to identify specific learning experiences in their laboratory experiment. The self-selected video episodes were shown to the students, and they were asked to describe what they were doing and why they were doing it. The students' descriptions were analyzed using Novak's theory of meaningful learning to characterize their cognitive and affective experiences. The self-identified learning experiences were dominated by descriptions of psychomotor learning with few students discussing cognitive experiences. The limited connections between cognitive and affective experiences revealed missed opportunities for meaningful learning.

Strategies of Successful Synthesis Solutions: Mapping, Mechanisms, and More

Abstract: Organic synthesis problems require the solver to integrate knowledge and skills from many parts of their courses. Without a well-defined, systematic method for approaching them, even the strongest students can experience difficulties. Our research goal was to identify the most successful problem-solving strategies and develop associated teaching models and learning activities. Specifically we asked: (1) What problem-solving strategies do undergraduate students use when solving synthesis-type problems? Are these strategies used correctly/as intended? (2) What strategies have the highest association with successful answers? (3) What relationships exist between these strategies? We analyzed more than 700 responses to synthesis problems from the final exams of undergraduate organic chemistry courses at a large, research-intensive institution. We analyzed the data using an open-coding system and a theoretical framework based on meaningful learning and representational systems in problem-solving. Our analysis f...

Preliminary Design of ICI-based Multimedia for Reconceptualizing Electric Conceptions at Universitas Pendidikan Indonesia

Abstract: Interactive Conceptual Instruction (ICI) based Multimedia has been developed to represent the electric concepts turn into more real and meaningful learning. The initial design of ICI based multimedia is a multimedia computer that allows users to explore the entire electric concepts in terms of the existing conceptual and practical. Pre-service physics teachers should be provided with the learning that could optimize the conceptions held by re-conceptualizing concepts in Basic Physics II, especially the concepts about electricity. To collect and to analyze the data genuinely and comprehensively, researchers utilized a developing method of ADDIE which has comprehensive steps: analyzing, design, development, implementation, and evaluation. The ADDIE developing steps has been utilized to describe comprehensively from the phase of analysis program up until the evaluation program. Based on data analysis, it can be concluded that ICI-based multimedia could effectively increase the pre-service physics teachers' understanding on electric conceptions for re-conceptualizing electric conceptions at Universitas Pendidikan Indonesia.

Ensuring meaningful lifelong learning opportunities for groups at risk

Abstract: Lifelong learning is indispensable if one wants to keep oneself up-to-date in the changing reality of the world today. This is not only valid for the so-called Western world, but also for less privileged parts of the world where globalisation has penetrated with the accompanying requisite knowledge and skills. Consequently, the fourth Sustainable Development Goal (agreed in September 2015) is directed not only at ensuring education for all, but also at opportunities for lifelong learning. In her PhD thesis about lifelong learning for groups at risk, Josje van der Linden brings together research findings from different contexts – more and less stable, more and less developed, more and less rich in resources. The cases stem from Sudan, South Sudan, Mozambique, Uganda and the Netherlands. Together, they result in a wide palette of participants, programmes and organisation types. Although the contexts are different, participants from ‘groups at risk’ possess more potential than the characterisation ‘groups at risk’ makes us believe. If the experiences, resilience and ambitions of these groups form the basis for learning activities, the effect of the Sustainable Development Goal may go beyond rhetoric and meaningful learning will become feasible, also for them. As regular education programmes do not by default serve groups at risk, special attention must be given to policy, implementation and research. The professionals involved in this challenge have to be prepared to go off the beaten track and work collectively in research and learning communities to create meaningful learning opportunities for all, including groups at risk.

Estudio de evidencias de aprendizaje significativo en un aula bajo el modelo flipped classroom study about evidence of meaningful learning in a classroom under the flipped classroom model

Abstract: This study presents the implementation of Flipped Classroom model, which allows a reflection on this modality and response to ?How meaningful learning is evident from the implementation and validation of a model Flipped Classroom in a course of Educational Technology? With this purpose, made a qualitative study; positions, perspectives and evidence of meaningful learning were addressed. Data collected are analyzed from observation and a Likert scale for to know the perceptions of students. As a result, among others, the positive perception of the model and its procedures on how the tasks are now converted to extra-class to intra-class, and as

"I'm the Same Teacher": The Attitudes of Science and Computer Literacy Teachers Regarding Integrating ICT in Instruction to Advance Meaningful Learning.

Abstract: The communications revolution reaches all sectors of the population and makes information accessible to all. This development presents complex challenges which require changes in the education system, teaching methods and learning environment. The integration of ICT (Information and Communications Technology) and science teaching requires innovative teaching methods based on a constructivist approach. This study examines the extent to which science teachers in Israel who identify themselves as using ICT in their classrooms, actually integrate ICT in their practice, and use ICT to promote higher order thinking. The findings indicate that most teachers in this study use ICT tools primarily for visual aspects of their teaching, such as upgrading classroom demonstrations. Further, they are unaware of the need to change their teaching methods by adopting sophisticated computer applications relevant to science teaching. Even the minority who felt the need to change teaching methods do not know how to achieve this end.