Topic
Meaningful learning
About: Meaningful learning is a research topic. Over the lifetime, 4247 publications have been published within this topic receiving 86610 citations.
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TL;DR: In this article, the authors focus on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning, and present a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement.
Abstract: Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based learning, and team projects. This paper focuses on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students’ involvement in their learning.
1,342 citations
Book•
01 Jun 1978
TL;DR: In this article, the authors address the importance of reasoning and problem-solving as fundamental to learning and teaching and to modern literacy and argue that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill.
Abstract: The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters. A rich variety of topics is addressed including: *an analysis of the components of teaching competence *the evolution of a learner's mathematical understanding *the use of causal models for generating scientific explanations *the facilitation of meaningful learning through text illustrations *the competence of children in argumentative interaction that results in conceptual change.
1,249 citations
TL;DR: The basics of cognitive load theory are described, the origins of the instructional implications are sketched, the articles accepted for this special issue as a representative sample of current research in this area are introduced, and the overall results in the context of the theory are discussed.
Abstract: Within the cognitive load theory research community it has become customary to report theoretical and empirical progress at international conference symposia and in special issues of journals (e.g., Educational Psychologist 2003; Learning and Instruction 2002). The continuation of this custom at the 10th European Conference for Research on Learning and Instruction, 2003, in Padova, Italy, has materialized in this special issue of Instructional Science on the instructional implications of the interaction between information structures and cognitive architecture. Since the 1990s this interaction has begun to emerge as an explicit field of study for instructional designers and researchers. In this introduction, we describe the basics of cognitive load theory, sketch the origins of the instructional implications, introduce the articles accepted for this special issue as a representative sample of current research in this area, and discuss the overall results in the context of the theory. It is generally accepted that performance degrades at the cognitive load extremes of either excessively low load (underload) or excessively high load (overload) – see e.g., Teigen (1994). Under conditions of both underload and overload, learners may cease to learn. So, whereas learning situations with low processing demands will benefit from practice conditions that increase the load and challenge the learner, learning situations with an extremely high load will benefit from practice conditions that reduce the load to more manageable levels (Wulf and Shea 2002). Cognitive load theory (CLT; Paas, Renkl and Sweller 2003; Sweller 1988, 1999) is mainly concerned with the learning of complex cognitive tasks, where learners are often overwhelmed by the number of information elements and their interactions that need to be processed simultaneously before meaningful learning can commence. Instructional control of this (too) high load, in order to attain meaningful learning in complex cognitive domains, has
923 citations
Book•
07 Dec 2010
TL;DR: This book discusses the effects of Cognitive Structure Variables on the Acquisition, Retention, and Transferability of Knowledge, and practice and Motivational factors in Meaningful Learning and Retention.
Abstract: Preface. 1. Preview of Assimilation Theory of Meaningful Learning and Retention. 2. Scope and Objectives. 3. Preview of Basic Concepts of Meaningful Reception Learning and Retention. 4. The Nature of Meaning and Meaningful Learning. 5. Assimilation Theory in Meaningful Learning and Retention Processes. 6. The Effects of Cognitive Structure Variables on the Acquisition, Retention, and Transferability of Knowledge. 7. Practice and Motivational Factors in Meaningful Learning and Retention.
848 citations
TL;DR: The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning as discussed by the authors.
Abstract: The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000) Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981) “Situated learning” occurs when learning is by rote or at a lower level of meaningful learning Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's) Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's Collaborative group learning facilitates meaningful learning and new knowledge construction World-wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production These changes require changes in school and university education that centers on the nature and power of meaningful learning New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general © 2002 Wiley Periodicals, Inc Sci Ed86:548–571, 2002; Published online in Wiley Interscience (wwwintersciencewileycom) DOI 101002/sce10032
832 citations