Pedagogical Background For Technology Education - Meaningful Learning In Theory And Practice

2009 ◽  
Vol 5 (4) ◽  
pp. 14-23 ◽  
Author(s):  
Ossi Autio ◽  
Keyword(s):  
Technology Education ◽  
Meaningful Learning ◽  
Theory And Practice

Adult Learning Principles and Learner Differences

2011 ◽  
pp. 56-75 ◽  
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley ◽  
Susan Wilson
Keyword(s):  
Distance Education ◽  
Adult Learning ◽  
Meaningful Learning ◽  
Theory And Practice ◽  
Learner Achievement ◽  
Adult Learning Principles ◽  
Learner Differences ◽  
Learning Principles ◽  
Andragogical Principles

A clear ideology for instructing and learning at a distance does not exist. An emerging belief by researchers and practitioners is that the use of andragogical principles and practices results in deeper and more meaningful learning by adults. We concur. As discussed in previous and subsequent chapters, how materials are delivered does not have an effect on learner achievement, but what methods are used to engage learners does. In chapter III, we explored models of learning and their application in distance education. In this chapter, we will introduce theory and practice that support the use of adult learning principles when instructing at a distance. We will also address strengths and weaknesses of andragogical and pedagogical methods. Questions to guide you in this reading include “What is the role of an educator when instructing at a distance?” and “How can educators foster deeper and more meaningful learning?”

Learning for Legitimacy: The Gaza Flotilla Case of Meaningful Learning in Foreign-Policy Strategic Planning

2019 ◽  
Vol 15 (4) ◽  
pp. 548-569
Author(s):  
Daniel F Wajner
Keyword(s):  
Foreign Policy ◽  
Strategic Planning ◽  
Phenomenological Study ◽  
Meaningful Learning ◽  
Subsequent Development ◽  
Theory And Practice ◽  
Global Politics ◽  
Advance Organizer ◽  
Future Challenges

AbstractMost IR scholars attribute changes in foreign-policy strategic planning to shifts in interests, capabilities, alliances, norms, knowledge, and context. Even those studies focusing on social learning as a driver for policy change mostly underestimate the role of international legitimacy dynamics in influencing learning processes. This paper seeks to bridge the gap between theory and practice by building on David Ausubel's theory of meaningful learning to address the Gaza Flotilla crisis as a paradigmatic case of legitimacy learning. This tragic incident, which occurred in May 2010, deepened the diplomatic crisis between Israel and Turkey, until their official reconciliation in June 2016. Likewise, it led to growing delegitimization of Israel among several global audiences. Having internalized the magnitude of the political damage that this incident caused and the need to subordinate operational decisions to legitimation considerations, Israel sought to tackle similar future challenges through reforms in numerous issue-areas relating to foreign-policy strategic planning: diplomatic, military, communications, intelligence, technological, and humanitarian. Drawing on testimonies of Israeli policymakers and the reports published by committees appointed to examine the flotilla events, this phenomenological study describes Israel's meaningful learning process, tracing the subsequent development of delegitimatzia (“delegitimation”) as an advance organizer among Israeli governmental and nongovernmental institutions. These findings can serve scholars in outlining a broader research agenda for analyzing how different actors adapt to the battles for legitimacy that characterize contemporary global politics.

scholarly journals Conceptual Understanding: A Concept Analysis

2016 ◽  
Author(s):  
Susan Mills
Keyword(s):  
Nursing Education ◽  
Knowledge Transfer ◽  
Dimensional Analysis ◽  
Conceptual Understanding ◽  
Nurse Educators ◽  
Procedural Knowledge ◽  
Meaningful Learning ◽  
Theory And Practice ◽  
Learning Activities ◽  
Review Of The Literature

The term conceptual understanding was analyzed to determine how educators can help students attain understanding in a concept based curriculum. The investigator sought to establish what salient dimensions and conditions supported conceptual understanding. A dimensional analysis of the term conceptual understanding was employed through a review of the literature in mathematics, science, psychology, and nursing education. The salient dimensions of conceptual understanding were identified as: factual and procedural knowledge, connections, transfer, and metacognition. The supporting properties included: meaningful learning activities, memorization, and misconceptions. The results substantiate conceptual understanding as a process. When this process is utilized by nurse educators, students may better connect and organize knowledge aiding in the knowledge transfer that occurs between theory and practice.

scholarly journals Métodos ativos de ensino: coconstrução subjetiva da capacidade de pensar o próprio pensamento em sala de aula

2018 ◽  
Vol 26 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Leila Kim
Keyword(s):  
Critical Thinking ◽  
Educational Intervention ◽  
Teaching Practices ◽  
Life Quality ◽  
Meaningful Learning ◽  
Theory And Practice ◽  
Teaching Methodologies ◽  
Construction Of Knowledge ◽  
Collective Construction

Trata-se da descrição de uma intervenção educacional aplicada em sala de aula para demonstrar como a interdisciplinaridade compreendida num eixo multidisciplinar estimula o protagonismo de alunos, na construção coletiva do conhecimento. Ilustra-se como o pensamento crítico se desenvolve em cinco etapas para comprovar a integração entre teoria e prática na inter-relação entre pesquisa, sala de aula e trabalho na comunidade. Supõe-se que a aplicação de metodologias problematizadoras de ensino, em cursos de pós-graduação, pode ser um caminho fundante para o redimensionamento de ações profissionais emancipatórias. Conclui-se que experiências intersubjetivas em aprendizagem significativa espelhadas nessas práticas de ensino propiciam melhor qualidade de vida e capacidade de pensar nos sujeitos coparticipantes e em sua descentralização por meio de redes autossustentáveis. This article refers to an educational intervention in the classroom in order to demonstrate how interdisciplinary understood in a multidisciplinary axis promotes the protagonism of students in the collective construction of knowledge. It indicates how critical thinking is developed in five steps in order to confirm the integration between theory and practice, in the interrelationship among research, classroom and work in the community. It is assumed that the application of problematizing teaching methodologies in postgraduation courses can be a precursor path to reestablish emancipatory professional actions. It was concluded that intersubjective experiences in meaningful learning, demonstrated in teaching practices, promote a better life quality and the ability to think about the co-participants and in their decentralization through self-sustainable networks.

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