Meaningful learning - Wikipedia

Meaningful learning is often contrasted with rote learning, a method in which information is memorized sometimes without elements of understanding or relation ... Meaningfullearning FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch Thisarticlehasmultipleissues.Pleasehelpimproveitordiscusstheseissuesonthetalkpage.(Learnhowandwhentoremovethesetemplatemessages) ThisarticlemaybeinneedofreorganizationtocomplywithWikipedia'slayoutguidelines.Pleasehelpbyeditingthearticletomakeimprovementstotheoverallstructure.(January2020)(Learnhowandwhentoremovethistemplatemessage) Thisarticle'stoneorstylemaynotreflecttheencyclopedictoneusedonWikipedia.SeeWikipedia'sguidetowritingbetterarticlesforsuggestions.(January2020)(Learnhowandwhentoremovethistemplatemessage) Thisarticleneedsadditionalcitationsforverification.Pleasehelpimprovethisarticlebyaddingcitationstoreliablesources.Unsourcedmaterialmaybechallengedandremoved.Findsources: "Meaningfullearning" – news ·newspapers ·books ·scholar ·JSTOR(January2020)(Learnhowandwhentoremovethistemplatemessage) (Learnhowandwhentoremovethistemplatemessage) Theconceptortheoryofmeaningfullearningisthatlearnedinformationiscompletelyunderstoodandcannowbeusedtomakeconnectionswithotherpreviouslyknownknowledge,aidinginfurtherunderstanding.[1]Sinceinformationisstoredinanetworkofconnections,itcanbeaccessedfrommultiplestartingpointsdependingonthecontextofrecall.[2]Meaningfullearningisoftencontrastedwithrotelearning,amethodinwhichinformationismemorizedsometimeswithoutelementsofunderstandingorrelationtootherobjectsorsituations.[1]Areal-worldexampleofaconceptthelearnerhaslearnedisaninstanceofmeaningfullearning.Utilizationofmeaningfullearningmaytriggerfurtherlearning,astherelationofaconcepttoareal-worldsituationmaybeencouragingtothelearner.Itmayencouragethelearnertounderstandtheinformationpresentedandwillassistwithactivelearningtechniquestoaidtheirunderstanding.[3]Althoughittakeslongerthanrotememorization,informationistypicallyretainedforalongerperiodoftime.[3] Meaningfullearningcanincorporatemanydifferenttechniques,suchasconceptmap,collaboration,andhands-ontasks.Sometechniquesmaybemorehelpfulthanothers,dependingonthelearner.[3] Contents 1Natureofmeaningfullearning 1.1Variables 1.2Advantages 2Spreadofactivation 3Applications 3.1Collaborativediscussion 3.2Conceptmaps 3.3Useoftechnology 4Notes 5References Natureofmeaningfullearning[edit] Therearemanywaystounderstandanddefinemeaningfullearning,asitincorporatesmanyfacetsofcognition.Similartypesoflearningincludeactivelearning,deeperlearning,andintegrativelearning. Ausubel(1967:10)focusedonmeaningfullearning,as"aclearlyarticulatedandpreciselydifferentiatedconsciousexperiencethatemergeswhenpotentiallymeaningfulsigns,symbols,concepts,orpropositionsarerelatedtoandincorporatedwithinagivenindividual'scognitivestructure"(Takač2008,p. 26). Shuell(1992)outlinedtheprinciplesofthemeaningfullearningprocess:[4] Active:Thelearnermustcognitivelyengagewiththepresentedinformationusinganappropriatelearningstyles. Constructive:Wheninformationisincorporatedintoacognitivestructure,itisrecreatedasanewformshowingthelearner’sownunderstanding. Cumulative:Newinformationbuildsuponoldinformation,ratherthanbeingreplacedorstoredindependently. Self-regulated:Meaningfullearningisanindependentprocess.Thelearnermustconductandregulatetheirownlearningprocessaswellasmakedecisionsonhowtoorganizementalmodel. Goal-orientated:Anoutcomeorexpectationshouldbeworkedtowardsbythelearner.Moreover,thegoalmustbedevisedindividually. Providedthattheseprinciplesarefollowed,informationbecomespartofahierarchicallyorganizedsysteminthemind.Withinthesystem,thenewlylearnedinformationis“anchored”anddoesnotrequireconstantrevisiontoberetained.Itisunknownforhowlongtheinformationcanberemembered;however,thedurationofretentionexceedsthatofrote-learntinformation.[5]Karpicke(2012)suggestedthatpracticingretrievalratherthanre-readingtheinformationcanstrengthenthelearner’sabilitytorecalltheinformationinthefuture.[6] Anindividualcandisplayanunderstandingofthematerialbyparaphrasing,summarizing,answeringrelatedquestions,andutilizingthematerialtoperformatask.[4] Variables[edit] Althoughanyonecanengageinmeaningfullearning,theextenttowhichmeaningfullearningcanbeachieveddependsonanumberofmechanisms.[5] Availabilityofcognitivestructures:Learnersneedtoknowhowtoappropriatelyprocessnewinformation.Withoutproperorganizationalskills,learnerscannotbuilduponpastconcepts. Stabilityofconcept:Itisdifficulttounderstandnew,complexconceptswhenlearnersdonothaveasolidfoundationofbackgroundknowledge.Havingafirmunderstandingofanexistingideawillallowlearnerstointegratenewideaswitholdones. Discriminabilitybetweenconcepts:Itismucheasiertoforgetsuperficialconceptsthanactualmeaningfulones.Thelearningmaterialmustclearlydefinethelearningobjective,solearnerswilllearnonlywhatisimportantratherthanredundantinformation. Typeoflearningmaterial:Ingeneral,pictorialandliteraryinformationislearnedmuchquickerthannumericalandnonsenseinformation. Individualdifferences:Therecanbemanyexternalfactorsthatcauseindividualdifferencesbetweenlearners.Suchreasonsincludeage,socioeconomicclass,heredity,Intelligencequotient,andcognitivestyle. Advantages[edit] Utilizingmeaningfullearningisbeneficialinseveralways.Whenlearningnewconcepts,itismorecognitivelyeasytoattemptunderstandingthesubstanceofmaterialsthantotrytomemorizethesameinformationusingrotetechniques.[5]Thisisbecauseunderstandingtheinformationenableslongerretentionandfacilitatesgreaterfuturelearningthanrotememorization. Learnerswhenengaginginmeaningfullearningspendlesstimelearninglargebulksofinformationcomparedtolearnersusingrotetechniques.[5]Thisisbecauseitismucheasiertocontinuouslybuildonconceptsthelearneralreadyunderstands.[7] Meaningfullearningoftenhelpsindevelopingproblemsolvingskills,whichareeasilytransferabletoreal-lifesituations.[5] Spreadofactivation[edit] Ifmeaningfullearningisoccurring,thenthelearnerisfullyengaged,andthebraincanthenorganizetheinformationbasedonwhatitrelatesto;thiscreatestheassociationsthathelpuslearnmoreandunderstandbetterbymakingconnections.[1]Thisalsomeansthatthesefactswillberememberedtogether,insteadofindividually.Rememberingoneofthefacts(oractivation)willprimeyoutoremembertheothers.ThishasbeentermedSpreadingactivation.[1]Learnerswhoareabletousethismethodoflearning,asopposedtorotelearning,areabletosolveproblemseasierduetotheircapacitytoapplytheirknowledge[1].TheInternethasbeenamajorfactorinmeaningfullearning.Web2.0technologies,suchasWikipedia,blogs,andYouTube,havemadelearningeasierandmoreaccessibleforstudents(Hamdanetal.2015).Studentsareabletodeveloptheirinterestswithfreeandeasyaccesstotheseonlinetools,andthereforeareabletolearnthematerialmeaningfully.Interestdevelopmentisoneofthegoalsofmeaningfullearning,asstudentswhoareinterestedgenerallylearnmoreeffectively(Heddyetal.2006). Applications[edit] Teachersoftenstruggletopromotemeaningfullearningintheclassroom.Ausubelcriticizededucatorsforover-relyingonteacher-centeredinstruction,asopposedtostudent-centered.Hearguesthatstudentsmusttakeresponsibilityfortheirlearningandactivelytrytounderstandthematerialspresented.[5]Michael(2001)alsocondemnedteachers’reluctancetoincorporatemeaningfullearningintheclassroom,sayingthatover-relyonoutdated(oftenrote)teachingtechniquesratherthanusingmoremodernandefficienttechniques.[2]Therearemanyscientificallyprovenwaysoffosteringmeaningfullearningintheclassroom.[2][5][7][8][9] Withinthecognitivetheoryoflearning,basedonthetheoryofhumaninformationprocessing,the3coreprocessesoflearningare:howknowledgeisdeveloped;hownewknowledgeisintegratedintoanexistingcognitivesystem;andhowknowledgebecomesautomatic. Collaborativediscussion[edit] Mainarticle:Collaborativelearning Learninginagroupsettingcanhelpfostermeaningfullearning.Peopletendtobemoreengagedinthelearningmaterialsandcantakeadvantageofotherstudents’knowledgebyintegratingitwiththeirown.[2]Furthermore,whenexplainingaconcepttoanotherperson,thespeakerhastopresentinformationmorecoherentlyforthelistenertounderstandproperly.Thisprocesshelpstoorganizetheinformationinthespeaker’sandlistener’smindsmoremeaningfully.Havinganotherpersonchallengeanideacanalsoaidinmeaningfullearning,asitcanresultinastrongerunderstandingofasubjectforbothparties–informationcaneitherbecorrectedorenhancedthroughelucidation.[2] Conceptmaps[edit] Mainarticle:Conceptmap Conceptmapsareausefulwayoforderinginformationandshowingrelationshipsbetweenconcepts.Mappingoutinformationallowsstudentstoseetheconnectionsbetweenconceptssothatindividualideasseemtobepartofalargerwhole.[8]Studieshavealsofoundthatwhenstudentscollaboratewhenmakingaconceptmap,theyengageinmoremeaningfullearningthanmakingoneindividually.[7][8]Thisisthoughttobebecausemoreideascanbegeneratedatonce. Useoftechnology[edit] TheInternetandotheronlinetechnologieshasbeenamajorfactorinmeaningfullearning.Web2.0technologies,suchasWikipedia,blogs,andYouTube,havemadelearningeasierandmoreaccessibleforstudents(Hamdanetal.2015).Studentsareabletodeveloptheirinterestswithfreeandeasyaccesstotheseonlinetools,andthereforeareabletolearnthematerialmeaningfully.Interestdevelopmentisoneofthegoalsofmeaningfullearning,asstudentswhoareinterestedgenerallylearnmoreeffectively(Heddyetal.2006).However,internettechnologiescannotfacilitatemeaningfullearningontheirown.Computersshouldbetreatedasalearningsupportratherthanaformofinstruction.[8]Itisespeciallyimportantforstudentstohaveasoundunderstandingofanonlineenvironment,sotheycangrasptheinformationbeingpresented.Toengageinmeaningfullearning,studentsmustshowadegreeofindependenceandtoleranceforuncertainty.[9]Inordertosupportstudents,theyshouldbegivencontinuousguidanceuntiltheyunderstandthetaskathand.Onlinelearningenvironmentsshouldbedesignedtoallowforreflection,collaboration,andthecontextualizationofinformation.[2][9] Notes[edit] ^abcdeAllrich,Rod."MeaningfulLearning".web.ics.purdue.edu.Retrieved2017-12-17. ^abcdefMichael,Joel(September2001)."InPursuitofMeaningfulLearning".AdvancesinPhysiologyEducation.25:145–158. ^abc"RoteLearningvs.MeaningfulLearning|OxfordLearning".OxfordLearning.2017-03-23.Retrieved2017-12-17. ^abShuell,ThomasJ.(1992)."DesigningInstructionalComputingSystemsforMeaningfulLearning".InJones,Marlene;Winne,PhilipH.(eds.).AdaptiveLearningEnvironments.NATOASISeries(SeriesF:ComputerandSystemsSciences).Vol. 85.Berlin;Heidelberg.pp. 19–54.doi:10.1007/978-3-642-77512-3_3. ^abcdefgAusubel,DavidP.(1963).ThePsychologyofMeaningfulLearning.NewYork:Grune&StrattonInc.ISBN 0808900250. ^Karpicke,JeffreyD.(2012)."Retrieval-BasedLearning:ActiveRetrievalPromotesMeaningfulLearning".CurrentDirectionsinPsychologicalScience.21:157–163. ^abcAkinsolaOkebukola,Peter;Jegede,OlugbemiroJ.(1988)."CognitivePreferenceandLearningModeasDeterminantsofMeaningfulLearningThroughConceptMapping".ScienceEducation.72:489-500. ^abcdNovak,JosephD.(2002)."MeaningfulLearning:TheEssentialFactorforConceptualChangeinLimitedorInappropriatePropositionalHierarchiesLeadingtoEmpowermentofLearners".ScienceEducation.86:548–571. ^abcLöfström,Erika;Nevgi,Anne(2007)."Fromstrategicplanningtomeaningfullearning:diverseperspectivesonthedevelopmentofweb-basedteachingandlearninginhighereducation".BritishJournalofEducationalTechnology.38:312–324. References[edit] Ausubel,D.P.(2000),Theacquisitionandretentionofknowledge:acognitiveview,KluwerAcademicPublishers,ISBN 9780792365051 Takač,V.P.(2008),Vocabularylearningstrategiesandforeignlanguageacquisition,MultilingualMatters,ISBN 9781847690388 Heddy,Benjamin;Sinatra,Gale;Seli,Helena;Taasoobshirazi,Gita;Mukhopadhyay,Ananya(2016),"Makinglearningmeaningful:facilitatinginterestdevelopmentandtransferinat-riskcollegestudents",EducationalPsychology,37(5):1–18,doi:10.1080/01443410.2016.1150420 Novak,Joseph(2002),"MeaningfulLearning:TheEssentialFactorforConceptualChangeinLimitedorInappropriatePropositionalHierarchiesLeadingtoEmpowermentofLearners",ScienceEducation,86(4):548–571,CiteSeerX 10.1.1.505.2763,doi:10.1002/sce.10032 Hamdan,A;Din,R;Manaf,Abdul;Salleh,Mat;Kamsin,I;Ismail,N(2015),"ExploringTheRelationshipBetweenFrequencyUseofWeb2.0andMeaningfulLearningAttributes",JournalofTechnicalEducationandTraining,7(1):50–66 Michael,Joel(September2001),"InPursuitofMeaningfulLearning",AdvancesinPhysiologyEducation,25:145–158 Shuell,ThomasJ.(1992),AdaptiveLearningEnvironments,pp. 19–54 Ausubel,DavidP.(1963),ThePsychologyofMeaningfulLearning,NewYork:Grune&StrattonInc.,ISBN 0808900250 Karpicke,JeffreyD.(2012),"Retrieval-BasedLearning:ActiveRetrievalPromotesMeaningfulLearning",CurrentDirectionsinPsychologicalScience,21:157–163 AkinsolaOkebukola,Peter;Jegede,OlugbemiroJ.(1988),"CognitivePreferenceandLearningModeasDeterminantsofMeaningfulLearningThroughConceptMapping",ScienceEducation,72:489-500 Novak,JosephD.(2002),"MeaningfulLearning:TheEssentialFactorforConceptualChangeinLimitedorInappropriatePropositionalHierarchiesLeadingtoEmpowermentofLearners",ScienceEducation,86:548–571 Löfström,Erika;Nevgi,Anne(2007),"Fromstrategicplanningtomeaningfullearning:diverseperspectivesonthedevelopmentofweb-basedteachingandlearninginhighereducation",BritishJournalofEducationalTechnology,38:312–324 vteHumanmemoryBasicconcepts Encoding Storage Recall Attention Consolidation Neuroanatomy TypesSensory Echoic Eidetic Eyewitness Haptic Iconic Motorlearning Visual Short-term "TheMagicalNumberSeven,PlusorMinusTwo" Workingmemory Long-term Activerecall Autobiographical Explicit Declarative Episodic Semantic Flashbulb Hyperthymesia Implicit Meaningfullearning Personal-event Procedural Rotelearning Selectiveretention Tipofthetongue Forgetting Amnesia anterograde childhood post-traumatic psychogenic retrograde selective transientglobal Decaytheory Forgettingcurve Interferencetheory Memoryinhibition Motivatedforgetting Repressedmemory Retrieval-inducedforgetting Weaponfocus Memoryerrors Confabulation Cryptomnesia Hindsightbias Imaginationinflation Memorybiases Memoryconformity Misattributionofmemory Misinformationeffect Source-monitoringerror Falsememory Deese–Roediger–McDermottparadigm Falsememorysyndrome Memoryimplantation Lostinthemalltechnique Recovered-memorytherapy Researchmethods Exceptionalmemory Indirecttestsofmemory Memorydisorder Ingroups Collectivememory Politicsofmemory Culturalmemory Memoryandsocialinteractions Memoryconformity Transactivememory Othertopics Aging Artofmemory chunking mnemonic Effectsofalcohol Effectsofexercise Emotion Memoryimprovement Sleep Trauma Insociety Memorysport WorldMemoryChampionships ShasPollak Related Absent-mindedness Atkinson–Shiffrinmemorymodel Context-dependent&state-dependentmemory Childhoodmemory Exosomaticmemory Freerecall Intermediate-termmemory Involuntarymemory flashbacks LevelsofProcessingmodel Metamemory Musclememory Priming intertrial Prospective&retrospectivememory TheSevenSinsofMemory PeopleResearchers RichardC.Atkinson RobertA.Bjork StephenJ.Ceci SusanClancy HermannEbbinghaus SigmundFreud PatriciaGoldman-Rakic IvanIzquierdo MarciaK.Johnson EricKandel ElizabethLoftus GeoffreyLoftus JamesMcGaugh EleanorMaguire GeorgeArmitageMiller BrendaMilner LynnNadel HenryL.RoedigerIII DanielSchacter RichardShiffrin ArthurP.Shimamura LarrySquire SusumuTonegawa AnneTreisman EndelTulving RobertStickgold Patients HM KC CliveWearing Other JonathanHancock PaulR.McHugh DominicO'Brien BenPridmore CosmosRossellius AndriySlyusarchuk  Psychologyportal  Philosophyportal Thisneurosciencearticleisastub.YoucanhelpWikipediabyexpandingit.vte Retrievedfrom"https://en.wikipedia.org/w/index.php?title=Meaningful_learning&oldid=1015928606" Categories:LearningNeurosciencestubsHiddencategories:WikipediaarticlesneedingreorganizationfromJanuary2020WikipediaarticleswithstyleissuesfromJanuary2020AllarticleswithstyleissuesArticlesneedingadditionalreferencesfromJanuary2020AllarticlesneedingadditionalreferencesArticleswithmultiplemaintenanceissuesAllstubarticles Navigationmenu Personaltools NotloggedinTalkContributionsCreateaccountLogin Namespaces ArticleTalk English expanded collapsed Views ReadEditViewhistory More expanded collapsed Search Navigation MainpageContentsCurrenteventsRandomarticleAboutWikipediaContactusDonate Contribute HelpLearntoeditCommunityportalRecentchangesUploadfile Tools WhatlinkshereRelatedchangesUploadfileSpecialpagesPermanentlinkPageinformationCitethispageWikidataitem Print/export DownloadasPDFPrintableversion Languages العربيةCatalàČeštinaEspañolEuskaraעבריתPortuguês Editlinks