Showing papers on "Meaningful learning published in 2022"
TL;DR: In this paper , the authors analyze and explain the didactic strategies used to achieve meaningful learning and suggest that teaching in higher education should abandon traditional didactics and embrace more meaningful oriented teaching strategies.
Abstract: This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. The problem addressed here is the need to change traditional didactic teaching in higher education programs toward more meaningful learning-oriented approaches. It begins under the assumption that meaningful learning is created if students are given freedom and confidence, they can find their own answers and developing their knowledge, both in the classroom and in practical life. The method used is the analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements and the didactic strategies used. The result of the analysis shows the need to move from traditional didact teaching in higher education programs toward more meaningful learning-oriented strategies. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place, obtains better results in the training of professionals. It is recommended that teaching in higher education should abandon traditional didactics and embrace more meaningful oriented teaching strategies.
9 citations
01 Dec 2022
TL;DR: In this paper , the authors propose a framework for thinking about academically meaningful play that builds upon and extends more general ideas about meaningful play (Salen & Zimmerman, 2003), and analyze three academic games that focus on geometric transformations as comparative cases to consider the potential affordances of the proposed framework for analyzing the implications of design choices.
Abstract: What does it mean for a game to engage players in academically meaningful play? Much has been written about the integration of educational learning within the design of games in terms of intrinsic/endogenous design. While these framings capture the positioning of learning within games, they provide less insight into what might distinguish design choices that are powerful in terms of both learning and gameplay from design choices that might be limiting from one or both of these perspectives. In this article, we therefore propose a framework for thinking about academically meaningful play that builds upon and extends more general ideas about meaningful play (Salen & Zimmerman, 2003). The proposed framework focuses on (a) discernability of choice outcomes, (b) integration of choice outcomes into unfolding game state, (c) meaningful choices grounded in core academic ideas, and (d) thematic and challenge access. We analyze three academic games that focus on geometric transformations as comparative cases to consider the potential affordances of the proposed framework for analyzing the implications of design choices.
2 citations
TL;DR: In this paper , a qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development, and 108 self-reflections were received from the students.
Abstract: Purpose – Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students’ knowledge and enhance their soft skills.
Methodology – The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students’ self-reflection.
Findings – Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others’ ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills.
Significance – The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students’ interests to learn the subject.
2 citations
01 Jan 2022
TL;DR: In this paper, the authors used the Constructivist On-Line Learning Environment Survey (COLLES) questionnaire on affective support, mediated through the LMS Blackboard Learn, in engineering students at the level of undergraduate degree at a private university in Peru in times of Covid-19.
Abstract: The main objective is to know the level of influence of the factors that make up the Constructivist On-Line Learning Environment Survey (COLLES) questionnaire, on affective support, mediated through the LMS Blackboard Learn, in engineering students at the level of undergraduate degree at a private university in Peru in times of Covid-19, using the PLS-SEM methodology, which is a multivariate method called Modeling of Structural Equations with Partial Least Squares. The results obtained from the exploratory and confirmatory factorial analysis, has allowed to corroborate that the most important factor in collaboration as a basis for meaningful learning is affective support, in which affective/cognitive mediations are established between students. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
2 citations
17 Jun 2022
TL;DR: In this article , the authors analyze and explain the didactic strategies used to achieve meaningful learning, under the assumption that meaningful learning is created if students are given freedom and confidence, in this situation, they can find their own answers and develop their knowledge, both in the classroom and in practical life.
Abstract: This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. It begins under the assumption that meaningful learning is created if students are given freedom and confidence. In this situation, they can find their own answers and develop their knowledge, both in the classroom and in practical life. The method used is an analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements, and the didactic strategies used. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place. They obtain better results in the training of professionals.
01 Jan 2022
TL;DR: In this article, the authors apply the personalized adaptive learning mode to the in-depth learning of English learners and propose corresponding strategies for the construction of metacognitive training mode for the research on English in depth learning.
Abstract: The era of big data not only changes the traditional teaching methods, but also provides opportunities for students’ meaningful learning, which makes the field of education pay more and more attention to the personalized learning support provided by big data for learners. In-depth learning is meaningful learning as opposed to shallow learning. This article attempts to apply the personalized adaptive learning mode to the in-depth learning of English. According to the characteristics of in-depth learning, combined with the convenient conditions provided by big data for teaching, analyzing the impact of big data applications on in-depth learning from the perspectives of students, teachers and teaching design, so as to propose corresponding strategies for the construction of metacognitive training mode for the research on English in-depth learning.
TL;DR: In this article , the authors focus on the problem of lack of motivation in upper-secondary school students when learning the English language in the school environment and propose some strategies that can be made use of when working on meaningful learning.
Abstract: The article deals with the problem of lack of motivation in upper-secondary school students when learning the English language in the school environment. Highly developed academic language skills are important when studying at the university and in their professional career. The author reflects on the basic theories on motivation, which is a precondition to a successful teaching and learning process. The aim of the article is to research and reveal the importance of understanding the nature of motivation that is the basis of meaningful learning so that appropriate teaching and learning strategies could be applied by upper-secondary school teachers. In addition, some strategies have been described in the article. Motivation is closely related to meaningful learning, which is to be implemented in the school environment. Although this issue was brought up a long time ago, it has not become school practice in many cases. The article offers some strategies that can be made use of when working on meaningful learning.
TL;DR: In this paper , educational teaching/learning interventions were developed and focused on the Theory of Meaningful Learning, and case studies were carried out with several students in different classes in the same program, in order to assess the previous concepts and the effectiveness and efficiency of the provided pedagogical intervention.
Abstract: It is of fundamental importance the mastery of Physics contents for the understanding of Acoustic Comfort. In this sense, it is up to the teacher to become aware of students’ prior knowledge, to give a new meaning to the cognitive structures that make it possible to transform their difficulties into learning potential. In this work, educational teaching/learning interventions were developed and focused on the Theory of Meaningful Learning. These case studies were carried out with several students in different classes in the same program. In addition to the pre- and post-intervention questionnaire, Computational Educational Tools were used in order to assess the previous concepts and the effectiveness and efficiency of the provided pedagogical intervention. Satisfactory results were obtained with a reduction of about 250% in terms of alternative conceptions to the scientific knowledge previously detected in the participating volunteer students. The analysis was based on the approach of Ausubel and collaborators’ Meaningful Learning theories, contextualized to the content of Acoustic Physics and applied in the classes of the Environmental Comfort course in the Civil Engineering and Civil Construction Technology programs from 2012 to 2018.
TL;DR: In this paper , the authors analyze the use of Conceptual Maps (CM) in teaching during the initial education of chemistry teachers as an evaluative instrument regarding the topic of acid rain, having as input the Theory of Meaningful Learning.
Abstract: The elaboration of Conceptual Maps — CM contributes to identifying signs of meaningful learning — ML, as it is an instrument to represent the acquired knowledge. The present investigation aims to analyze the use of the CM tool in teaching during the initial education of chemistry teachers as an evaluative instrument regarding the topic of acid rain, having as input the Theory of Meaningful Learning — TML. In the research, we seek to approach concepts related to the inorganic functions of acids and oxides through an investigative experiment. The methodological field is a qualitative approach based on the case study. We conclude that the CM is configured as a satisfactory evaluative instrument because, during their structuring and restructuring, some cognitive conflicts and spaces raise awareness of the problems, difficulties, and errors that, confronted and discussed, become spaces for advancing knowledge understanding.
TL;DR: Gámez et al. as discussed by the authors designed a learning management strategy to strengthen the argumentation of facts in first year high school students of the I.E.C.A.
Abstract: The general objective of this research was to design a learning management strategy to strengthen the argumentation of facts in first year high school students of the I.E. Horacio Zeballos Gámez. The methodology used was a quantitative approach of applied type, with descriptive scope and with a non-experimental design of transversal mode. The information was obtained from the survey applied to the teachers of the school under investigation. The results show that only 16% of students are at the achieved level; it is understood that 8 out of 10 students need to strengthen their ability to argue facts because they are at a process or beginning level with respect to this skill. Based on the results, a proposal for learning management strategies(monitoring and feedback) was developed to promote the development of factual argumentation processes in the area of SocialSciences to improve the learning of first grade high school students, based mainly on the Theory of Constructivism, on the contributions of Piaget and Vigotsky, as well as on Ausubel's Meaningful Learning, also considering the current digital environment and reality.
14 Jun 2022
TL;DR: The authors developed a framework for the notions of meaningful and non-meaningful learning and test for learning interference from a nonmeaningful then meaningful instructional sequence, and found that non meaningful learning tends to establish constructs that interfere with subsequent meaningful learning.
Abstract: The purpose of this study is to develop a framework for the notions of meaningful and non-meaningful and to test for learning interference from a non-meaningful then meaningful instructional sequence. A review of the literature reveals that terminologies differ widely, but similarities in notions emerge. The terms meaningful and non-meaningful are employed here to indicate, respectively, richness in relationships, or a relative absence of relationships both within the knowledge structure, and in relation to previous knowledge. Based on a Piagetian framework of learning involving assimilation/accommodation and consequently disequilibrium, I hypothesize that non-meaningful learning tends to establish constructs that interfere with subsequent meaningful learning. Two processes are possible: the non-meaningful knowledge structure may need to be discarded and a new structure formed; or the meaningful concepts may be rejected due to noncompliance with prior non-meaningful structures. Thus non-meaningful learning may hinder, or even preclude subsequent meaningful learning. To test this hypothesis a two-treatment research design was framed: Treatment 1 has non-meaningful then meaningful instruction; Treatment 2, meaningful-only instruction. Posttests and a retention test provide evidence of learning. Two studies were conducted according to this design: a generic with eighth graders and a mathematics-specific with fifth graders. An analysis of quantitative and qualitative data was conducted. In both studies students receiving only meaningful instruction scored significantly better than those receiving meaningful preceded by non-meaningful instruction. Interviews revealed Treatment 1 students were hindered in transferability and creativity in problem solving, and made errors by over-generalizing their learning. The results of this study suggest that behavioral and constructivist methodologies are inherently incompatible, which has implications for the relations between administrative and professional branches of education.
01 Jan 2022
TL;DR: In this paper , the authors used descriptive qualitative research method to determine the level of understanding of the concept of elementary school students through meaningful learning (meaningful learning) David Ausubel.
Abstract: Meaningful learning proposed by David Ausubel is a process that connects new information with relevant concepts that exist in the cognitive structure of students. The purpose of this study was to determine the level of understanding of the concept of elementary school students through meaningful learning (meaningful learning) David Ausubel. The method used in this research is descriptive qualitative research method. The results show that the use of Ausubel's meaningful learning theory in learning is the main attraction for students in carrying out learning activities, because the use of this strategy is a new way for them to acquire and develop their knowledge, in which students' cognitive abilities increase. In the learning process with Ausubel's meaningful learning theory, there are factors that support and hinder the learning process. Supporting factors such as teacher pedagogic competence and adequate infrastructure. While the inhibiting factors, namely the differences in the abilities and characteristics of students who are different and the spirit of learning is different.
TL;DR: In this paper , the authors analyze and explain the didactic strategies used to achieve meaningful learning and conclude that if students are given freedom and confidence, they can find their own answers and develop their knowledge, both in the classroom and in practical life.
Abstract: This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. If students are given freedom and confidence, they can find their own answers and develop their knowledge, both in the classroom and in practical life. The method used is the analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements, and the didactic strategies used. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place obtains better results in the training of professionals.
31 Jul 2022
TL;DR: In this article , the authors address the question: Why do young children learn so quickly? The short answer is that they are learning names for objects and events they are experiencing directly.
Abstract: The chapter begins by addressing the question: Why do young children learn so quickly? The short answer is that they are learning names for objects and events they are experiencing directly. These words are concept labels and they are engaged in what we call meaningful learning. In contrast, school learning is too often rote learning where the concepts and principles children are learning are not related to direct experiences with objects and events. David Ausubel’s cognitive psychology was introduced in 1963 and we immediately applied this new psychology as the foundation for all of our future work. We rejected totally the behavioral psychology that had dominated the field of education for some one hundred years. We also rejected positivist epistemology in favor of the emerging constructivist epistemology. It was not until the late 1980s that cognitive psychology and constructivist epistemology became widely adopted.
TL;DR: In this paper , the authors highlight the importance of discriminating rote and meaningful learning theoretical fundaments for instructional design and highlight the differences between rote learning with meaningful learning in the cognitive structure of the learner.
Abstract: This chapter highlights the importance of discriminating rote and meaningful learning theoretical fundaments for instructional design. Due to the incongruity of rote learning with the assimilation theory, the authors only dwell on it to highlight its differences with meaningful learning. They also indicate that both types of learning are stored differently in the cognitive structure of the learner. In the same way, meaningful learning requires a certain organizational structure of the material, which will be related not arbitrarily but substantially to the knowledge that the learner already possesses. These and other important characteristics dichotomize considerably to the meaningful learning of rote learning.