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Meaningful Learning (meaningful + learning)
Selected AbstractsConnected Learning and the Foundations of Psychometrics: A RejoinderJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2006RANDALL CURREN This paper continues an exchange between its author and Andrew Davis. Part I addresses the attribution and ontological status of mental constructs and argues that philosophical work on these topics does not undermine high stakes testing. Part II examines the significance for testing of the connectedness of meaningful learning. Part III addresses the high stakes in high stakes testing in connection with the risk entailed by limited scoring reliability. It concludes that there is no straightforward relationship between the magnitude of what is at stake for students and teachers and the threshold of acceptable reliability in scoring. [source] Students' levels of explanations, models, and misconceptions in basic quantum chemistry: A phenomenographic studyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2009Christina Stefani We investigated students' knowledge constructions of basic quantum chemistry concepts, namely atomic orbitals, the Schrödinger equation, molecular orbitals, hybridization, and chemical bonding. Ausubel's theory of meaningful learning provided the theoretical framework and phenomenography the method of analysis. The semi-structured interview with 19 second-year chemistry students supplied the data. We identified four levels of explanations in the students' answers. In addition, the scientific knowledge claims reflected three main levels of models. By combining levels of explanations with levels of models, we derived four categories. Two of the categories are shades of variation in the rote-learning part of a continuum, while the other two categories are in the meaningful-learning part. All students possessed alternative conceptions some of which occurred within certain categories, while others spanned more categories. The insistence on the deterministic models of the atom, the misinterpretation of models, and the poor understanding of the current quantum concepts are main problems in the learning of the basic quantum chemistry concepts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 520,536, 2009 [source] Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2006Leonard A. Annetta Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance-education strategies for enhancing the science learning of 94 Midwestern elementary-school teachers participating in a 5-year professional-development project. The three distance-education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web-based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p,<,0.05) on multiple-choice and constructed-response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1019,1039, 2006 [source] CmapTools: Integrating teaching, learning, and evaluation in online coursesNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 113 2007Barbara J. Daley Concept maps are an instructional strategy that promotes meaningful learning. This chapter examines the use of concept maps in online environments through discussion of CmapTools software. [source] Communication in performance-based training and instruction: From design to practicePERFORMANCE IMPROVEMENT, Issue 9 2009Josephine A. Larbi-Apau Communication is inextricably important to instructional design and performance-based training. Promoting effective communication as an integral part of the performance support system improves professional instructional design functions and offers greater avenues for meaningful discourse among end users of the instruction. In this article, we highlight communication in performance training and instruction for meaningful learning and effective exchange of knowledge. Internal and external communications are discussed as a means to promoting successful relationships, commitment, and ownership. [source] Developing PowerPoint handouts to support meaningful learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2006Kinchin Ian First page of article [source] Distance learning in a multimedia networks project: main resultsBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2000Heli Ruokamo This paper discusses a goal-oriented project called Distance Learning in Multimedia Networks (ETÄKAMU) that was a part of the Finnish Multimedia Programme (FMP). The project started in February 1996 and lasted until January 1999. The project combined the efforts of Finnish telecommunication companies, content providers, publishing houses, hardware companies and educational institutions in the field of distance learning. This paper describes the background, the goals and part of the results of the ETÄKAMU project as well as the project's organisation. The main goals of the ETÄKAMU project were to research, develop and evaluate open learning environments using computer networks and computers in learning. The pedagogical background of the project is based on seven qualities of meaningful learning that are applicable to lifelong learning independent of time and place. The ETÄKAMU project arranged teaching experiments and user trials for various learners in different content areas and in different learning environments. Feedback and data were gathered via an investigation of how various pedagogical and technical solutions function in practice. This paper presents some pilot areas of the ETÄKAMU project and main results received in the project. [source] | ||||||||||