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Although anyone can engage in meaningful learning, the extent to which meaningful learning can be achieved depends on a number of mechanisms. [6] Availability of cognitive structures: Learners need to know how to appropriately process new information. Without proper organizational skills, learners cannot build upon past concepts.
It has subsequently been used as a tool to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business. Concept maps have their origin in the learning movement called constructivism. Educational constructivists hold that learners ...
According to Gagné, learning occurs in a series of nine learning events, each of which is a condition for learning which must be accomplished before moving to the next in order. Similarly, instructional events should mirror the learning events: Gaining attention: To ensure reception of coming instruction, the teacher gives the learners a stimulus.
Meaningful learning is the concept that learned knowledge (e.g., a fact) is fully understood to the extent that it relates to other knowledge. To this end, meaningful learning contrasts with rote learning in which information is acquired without regard to understanding. Meaningful learning, on the other hand, implies there is a comprehensive ...
David Paul Ausubel (October 25, 1918 – July 9, 2008) [1] was an American psychologist. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on "advance organizers" (see below) since 1960.
Meaning therapy interventions focus on self-transcendence, such as reframing bad situations into some larger meaningful context and pursuing some life goal that is larger than oneself. [39] Currently, he is a Virtue Scholar of the collaborative working group on Virtue, Happiness, and the Meaning of Life, [ 40 ] funded by the John Templeton ...
From constructivist theories of psychology we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing a meaningful product. [3]
In psychology, meaning-making is the process of how people construe, understand, or make sense of life events, relationships, and the self. [ 1 ] The term is widely used in constructivist approaches to counseling psychology and psychotherapy , [ 2 ] especially during bereavement in which people attribute some sort of meaning to an experienced ...