CONCEPT ACQUISITION AND THE PROCESS OF MEANINGFUL LEARNING

1979 ◽  
Vol 24 (6) ◽  
pp. 537-537 ◽  
Author(s):  
A. LEON PINES
Keyword(s):  
Meaningful Learning ◽  
Concept Acquisition

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

Interfaith Families

2020 ◽  
Vol 53 (1) ◽  
pp. 98-104
Author(s):  
Halima Krausen
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Meaningful Learning ◽  
Religious Communities ◽  
Growing Up ◽  
New Normal ◽  
World Today ◽  
The World ◽  
Interfaith Marriages ◽  
Plural Society

In our plural society, interfaith marriages and multicultural families have become a new normal and are either considered problematic for the religious communities or welcomed as a contribution to a secular and more peaceful world. In the course of my work with European Muslims, I could accompany such families through a few generations. In this article, I am going to outline some typical challenges and crises in such relationships and their effects on young people growing up in mixed families, adding my observations of how they can be dealt with. Ultimately, there is a chance that, through dialogue, it provides a meaningful learning environment that prepares young people for the diverse reality of the world today.

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

Demonstrative Thought

2018 ◽  
Author(s):  
Joseph Levine
Keyword(s):  
Concept Acquisition ◽  
Phenomenal Concept ◽  
Demonstrative Reference ◽  
Demonstrative Thought ◽  
Phenomenal Concept Strategy

In this paper I develop a model of what it is to entertain a demonstrative thought, whether about an individual or a property. The primary question I investigate is the mechanism responsible for securing the referent of the demonstrative component of the thought. I characterize mechanisms of demonstrative reference for both token-demonstratives and type-demonstratives, drawing a distinction between genuine type-demonstratives and “quasi” type-demonstratives in the process. I then use the results of this discussion to criticize various philosophical uses of the notion of a demonstrative concept, including the “phenomenal concept strategy” for responding to challenges to materialism and the attempt to explain concept acquisition by appeal to demonstrative concepts.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

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