Meaningful learning

About: Meaningful learning is a research topic. Over the lifetime, 4247 publications have been published within this topic receiving 86610 citations.

The Use of Open Educational Resources in the Online Tutorial of the BIPA Program at Universitas Terbuka

Abstract: Open Educational Resources (OER) has been intensively recommended by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as open learning resources to be used by both educators and students to support the students’ learning process. Bahasa Indonesia untuk Penutur Asing (BIPA) is a fully-online language program offered by Universitas Terbuka (UT) to non-native speakers who intend to learn the Indonesian language or Bahasa Indonesia. Since this program applies online language learning, the tutors must provide learning materials and activities that are accessible and effective to assist the participants in their learning process, especially in improving their language skills. It is the responsibility of the tutors to be creative and innovative. Thus, the use of OER is one alternative taken by the tutors with the expectation of helping the participants gain meaningful learning experiences. In this article, the writers intend to 1) review the theories or best practices of OER , 2) describe the current online tutorial of the BIPA Program, and 3) analyze the implementation of using OER in the online tutorial of the BIPA Program. From the analysis, it is visible that the use of OER highly supports the online tutorial of the BIPA program, particularly in helping the participants learning Bahasa Indonesia more effectively.

Concept maps, their application types and methods in information and learning systems

Abstract: Background. The hypermedia environment, which has received a powerful technical infrastructure thanks to the WWW, has led to the study and emergence of new forms and tools of information and educational content presentation. Various methods and means of visualization of educational information increase clarity and facilitate the process of new knowledge perception. Such tools include a wide range of concept maps that have become widespread in many areas related to information technology and education. The challenge here is to find comprehensive solutions that will reduce computing and labor costs for the multifunctional use of concept maps in information and learning systems. Objective. The work is focused on the review of concept maps, research of preconditions for their origin, analysis of their types and purposes of application in the educational process and learning systems. The main task is to analyze the requirements for interactive concept maps in ontology-oriented information systems to support lifelong learning. Methods. The use of concept maps in educational systems is based on knowledge modeling, graph theory, ontological modeling of educational content and methods of adaptive e-learning systems. The paper reviews and analyzes the application of concept maps and requirements for them within the information and learning systems. Results. Concept maps have significant foundation in cognitive and educational psychology, computational linguistics, knowledge engineering and have widespread application in computer supported learning. Concept maps are used as a means of meaningful learning when constructed by students, used to assess knowledge, as well as a means of navigating information resources. Concept maps in educational systems are used to present knowledge to users and serve as interfaces in the process of exploratory search and review of study areas. Information systems provide enrichment of concept maps by means of interactivity, which allows diversifying and expanding its use. Conclusions. The key requirements for interactive concept maps in information and learning systems are formed, including automation of interactive concept map construction, availability of wide navigation capabilities together with cognitive load control, implementation of interdisciplinary links, media annotation of map elements, complex application of graph interfaces for different parts of the system and adaptation to mobile devices.

A práxis pedagógica e os aprendentes surdos: implicações e pressupostos do paradigma vygotskyano na prática

Abstract: This paper deals with the Learning Paradigm of Levy Vigostsky (1896-1934) and the implications this same theory can provide for an educational practice that energizes the learning of deaf learners. Therefore, the socio-interactionist theory with its assumptions of learning, can enable practices that mediate significant knowledge, starting from the specificities and socio-historical experiences of deaf learners. In this regard, this study analyzed possible implications of Levy Vigotsky's Socio-interactionist Paradigm for pedagogical praxis with deaf students and how these same principles can enable practices aimed at the learning of these subjects. The methodology used for this study was the documentary analysis, which contributed to a deeper understanding of the implications of socio-interactionism for the teaching-learning process of deaf learners. The results of this study are the consolidation of a rich theoretical and pedagogical essay that allows the understanding and possible application of Vigotsky's socio-interactionist theoretical constructs to pedagogical practice with deaf students in order to foster meaningful learning.

An innovating challenge in pre-service Teacher Training of Infant Education: the theater playKubik

Abstract: Taking into account the importance of environmental education for citizens’ formation, we proposed a didactic approach for high school students. Based on a Portfolio methodology we developed cooperative learning with the aim of meaningfully working, in parallel with contents or attitudes of respect related to the environment. Hence, we developed a quasi-experimental descriptive research, using an experimental and a control group in order to evaluate our proposal with four different appraisals . The first three appraisals were focused on the experimental group ( measurement of meaningful learning by concept mapping; conceptual and attitudinal measurement with assessment matrix and, a general evaluation of our approach with a discussion group). Finally, we compare d the final scores between the experimental and control group. Obtained results allow us to conclude that in the experimental group, this didactic approach allowed meaningful learning of contents and promoted attitudes of respect towards the environment. We recommend extending the didactic approach to improve the obtained results and to be able to offer stimulus that allow deeper and further participation of students.

A LITERATURE REVIEW ON APPLIED PHYSICS IN MEDICINE IN THE CONTEXT OF TEACHING Uma revisão da literatura sobre física aplicada à medicina no contexto do ensino

Abstract: This paper derives from an extensive review of literature on physics applied to medicine in 41 journals CAPES Qualis A1, A2, and B1, 15 were Brazilian and 26 international ones, between the years 2000 to 2012. Such review showed that this research area is underexplored since only 51 papers approached this subject, 24 in Brazilian journals and 27 in international ones. None of them used an epistemological framework and only one was based on a learning theory. Most of these articles (29) were written by professionals that were not related to the education area, which might explain the observed lack of theoretical and epistemological frameworks. Physics applied to medicine offers a large potential for the teaching of physics since health situations might be used to help students add more meanings to physical concepts. Thus, additional studies based on learning theories and epistemological views of science are needed and their focus should be on applied research so as to involve the production of potentially meaningful materials to help students achieve meaningful learning in physics.