Online ISSN: 1989-9572

Keywords : Meaningful learning


Concept maps and the meaningful learning of science

José Antonio C. S. Valadares

Journal for Educators, Teachers and Trainers, 2013, Volume 4, Issue 1, Pages 164-179

The foundations of the Meaningful Learning Theory (MLT) were laid by David Ausubel. The MLT was highly valued by the contributions of Joseph Novak and D. B. Gowin. Unlike other learning theories, the MLT has an operational component, since there are some instruments based on it and with the meaningful learning facilitation as aim. These tools were designated graphic organizers by John Trowbridge and James Wandersee (2000, pp. 100-129). One of them is the concept map created by Novak to extract meanings from an amalgam of information, having currently many applications. The other one is the Vee diagram or knowledge Vee, also called epistemological Vee or heuristic Vee. It was created by Gowin, and is an excellent organizer, for example to unpack and make transparent the unclear information from an information source. Both instruments help us in processing and
becoming conceptually transparent the information, to facilitate the cognitive process of new meanings construction. In this work, after a brief introduction, it will be developed the epistemological and psychological grounds of MLT, followed by a reference to constructivist learning environments facilitators of the meaningful learning, the characterization of concept maps and exemplification of its use in various applications that have proved to be very effective from the standpoint of meaningful learning.

The epistemic dimension in discourse analysis in a physicochemical class

Guillermo Cutrera, Silvia Stipcich, Ricardo Chrobak

Journal for Educators, Teachers and Trainers, 2013, Volume 4, Issue 1, Pages 47-58

The distinction between knowledge in sciences and knowledge of sciences, highlights the importance of knowledge about different aspects of the scientific activity. This double dimension of the school content is recovered through the different high school curriculum reforms in different countries. In this work we analyze how a prospective teacher of chemistry, conveys different notions on the nature of science through his discourse. We propose and discuss a categorization of those notions and the process of analysis is synthesized through the use of conceptual maps.

Successful experiences in the application of Concept Maps in Engineering in Computing, Mexico

Beatriz Guardian Soto, Jorge F. Veloz Ortiz, Iovanna A. Rodríguez Moreno, Luis E. Veloz Ortiz

Journal for Educators, Teachers and Trainers, 2013, Volume 4, Issue 1, Pages 73-84

Today there is an enormous amount of work related to new models and styles of learning and instruction in the field of engineering. In the case of the engineering degree in computing that is taught in the Mexico National Polytechnic Institute (IPN), there is a working group led by an expert of international waisted whose success and work thereon, processes are reflected in this text through experiences gained in the last 8 years with students and teachers, thus generatingthe requirements and tools for the globalised world and the knowledge society in which we find ourselves. Lessons learned are in subjects as the theory of automata (TA), compilers (Cs), analysis of algorithms (AA), (R), Artificial Intelligence (AI), computer programming (P) networks, degree project (PT) and strategic planning (PE) mainly, among others to facilitate the understanding of concepts and applications by the student and believe that through the teaching strategy using concept maps developed by j. Novak results have been favorable in dynamism, understanding and generating meaningful learning in the long term, providing well, solid elements for your professional practice. Listed proposals obtained by teachers and exercises developed by teachers and students.

The use of concept maps to detect and correct concept errors (mistakes)

Ladislada del Puy Molina Azcárate

Journal for Educators, Teachers and Trainers, 2013, Volume 4, Issue 1, Pages 122-131

This work proposes to detect and correct concept errors (EECC) to obtain Meaningful Learning (AS). The Conductive Model does not respond to the demand of meaningful learning that implies gathering thought, feeling and action to lead students up to both compromise and responsibility. In order to respond to the society competition about knowledge and information it is necessary to change the way of teaching and learning (from conductive model to constructive model). In this context it is important not only to learn meaningfully but also to create knowledge so as to developed dissertive, creative and critical thought, and the EECC are and obstacle to cope with this. This study tries to get ride of EECC in order to get meaningful learning. For this, it is essential to elaborate a Teaching Module (MI). This teaching Module implies the treatment of concept errors by a teacher
able to change the dynamic of the group in the classroom. This M.I. was used among sixth grade primary school and first grade secondary school in some state-assisted schools in the North of Argentina (Tucumán and Jujuy). After evaluation, the results showed great and positive changes among the experimental groups taking into account the attitude and the academic results. Meaningful Learning was shown through pupilʼs creativity, expressions and also their ability of putting this into practice into everyday life.

Empowering Learners and Educators

Joseph D. Novak

Journal for Educators, Teachers and Trainers, 2013, Volume 4, Issue 1, Pages 14-24

The most important factor leading to empowerment of individuals is the ability and commitment to achieve high levels of meaningful learning. Meaningful learning requires integration of new concepts and propositions into the learnerʼs cognitive structure to achieve high levels of organized knowledge that can be represented as knowledge models. Concept mapping and new educational strategies can facilitate the process.

Concept mapping as an empowering method to promote learning, thinking, teaching and research

Mauri Kalervo Åhlberg

Journal for Educators, Teachers and Trainers, 2013, Volume 4, Issue 1, Pages 25-35

Results and underpinning of over twenty years of research and development program of concept mapping is presented. Different graphical knowledge presentation tools, especially concept mapping and mind mapping, are compared. There are two main dimensions that differentiate graphical knowledge presentation methods: The first dimension is conceptual explicitness: from mere concepts to flexibly named links and clear propositions in concept maps. The second dimension in the classification system I am suggesting is whether there are pictures or not. Åhlbergʼs and his research groupʼs applications and developments of Novakian concept maps are compared to traditional Novakian concept maps. The main innovations include always using arrowheads to show direction of reading the concept map. Centrality of each concept is estimated from number of links to other concepts. In our empirical research over two decades, number of relevant concepts, and number of relevant propositions in studentsʼ concept maps, have been found to be the best indicators and predictors of meaningful learning. This is used in assessment of learning. Improved concept mapping is presented as a tool to analyze texts. The main innovation is numbering the links to show order of reading the concept map and to make it possible to transform concept map back to the original prose text as closely as possible. In Åhlberg and his research groupʼs research, concept mapping has been tested in all main phases of research, teaching and learning.