Chapter V: Meaningful Learning and Retention: Intrapersonal Cognitive Variables

Ausubel, David P.; Fitzgerald, Donald

doi:10.3102/00346543031005500

Cited by 14 publications

(8 citation statements)

References 23 publications

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“…Consequently, eleventh graders' previous knowledge played an important role during the EFL learning process as they reflected and established a relationship between their prior knowledge and the new one; this goes in accordance with Ausubel and Fitzgerald's (1961) ideas which establish that individuals learn meaningfully when they can relate previous knowledge with a new one. Therefore, eleventh graders enhanced their participation level and at the same time their speaking had significant progress.…”

Section: Class Discussion As a Means For Fostering Students' Communic...supporting

confidence: 57%

Class Discussions Based on Cultural Aspects to Foster the Speaking Skill Among High School Students

Castro

Cortes

Guayara

et al. 2021

Astraea

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This research study arose from the lack of opportunities students had to communicate and express their ideas regarding the content they had already learned using English as a Foreign Language (EFL). Speaking as a linguistic component in EFL is one of the most important skills in this context as it enables students to have better interaction and communication. This qualitative participatory action research study aimed at exploring the contributions that class discussions based on cultural aspects have on eleventh graders from Jorge Eliécer Gaitán High School in Florencia, Caquetá. Each intervention process in this research was developed using Argawati’s (2014) cycle; the cycle was composed of three guidelines: greeting, main activity, and closing. The class discussions were conducted following the ‘group investigation’ method to give students more opportunities for participating and exchanging ideas. The surveys, field notes, and audio-tape recordings were the instruments to gather the data during the intervention. The findings suggest that it is beneficial to use class discussions based on cultural aspects in EFL to promote students’ participation, and thus, evidence significant progress in the EFL speaking skill. Besides, class discussions based on cultural aspects make EFL learners be constantly practicing, requesting information, sharing ideas, and concluding regarding the cultural aspects, fostering a meaningful development of their speaking skill.

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Section: Class Discussion As a Means For Fostering Students' Communic...supporting

confidence: 57%

Class Discussions Based on Cultural Aspects to Foster the Speaking Skill Among High School Students

Castro

Cortes

Guayara

et al. 2021

Astraea

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“…Ausubel’s Meaningful Learning Theory has demonstrated that prior knowledge as a starting point for learning is a crucial aspect of reflection, given that student learning depends on the previous cognitive structure related to new information [ 14 , 15 ]. In this sense, “ unraveling what the student already knows is more than identifying their representations, concepts, and ideas, because it requires consideration of the totality of the cultural/social being in their manifestations and bodily, affective, and cognitive languages ” [ 16 ].…”

Section: Discussionmentioning

confidence: 99%

Social Appropriation of Knowledge About Research in Prostate Cancer with Middle Education Students in Three Colombian Cities

et al. 2022

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In Colombia, prostate cancer (PCa) is the most common cancer for incidence and mortality in men, which turns it into a public health problem. For high-risk communities to better understand the usefulness of basic research about PCa, a strategy of social appropriation of knowledge (SAK) in science and cancer was designed and implemented. A pedagogical activity and two tests (a pre-test and a post-test) were applied to middle education students in four schools in three Colombian cities to identify previous knowledge of biology concepts and cancer perceptions. As for biology concepts, there was a statistically significant increase (p < 0.01) in the total results of all questions in the post-test, especially in items related to the structure of DNA, differences between RNA and DNA, and codon. Similarly, better success rates were observed in questions about replication and mutation, and a statistically significant improvement related to the definition of cancer, cancer prevention, and its association with culture or ethnicity (p < 0.01). The results of the open question show what students learned about or were interested in the most, as evidence of the exchange of knowledge in those cities and the social appropriation of knowledge about PCa in Colombia. These findings show that this type of intervention, in diverse social contexts, is essential to improve understanding and perceptions that link school and scientific knowledge to a real problem, such as health and, in this case, cancer.

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“…Afterwards, remediation coaches must help students to instill the correct system of beliefs in order to correct their ineffective actions (15). To instill the belief of meaningful learning in Interviewee 6 who had believed in the art of memorization would be an example of remediation (40,41).…”

Section: Discussionmentioning

confidence: 99%

WITHDRAWN: Why Did They Fail? A Case Study on Undergraduate First Year Medical Students

Holder

Nazri

Foong

et al. 2020

Preprint

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Background: Academic struggle is a concern for students, medical schools and the society. As academic struggle is not idiopathic and instantaneous, qualitative research could provide an in-depth understanding on why it occurs. This qualitative research aimed to explore the reasons for why Year 1 medical students failed in their studies.Methods: This study adopted a single, embedded case design. Six medical students repeating their Year 1 studies performed a written reflection describing their experiences and behaviours during Year 1. Semi-structured interviews were then conducted with each student and data was analysed by two researchers. Independent analysis was compared, and discrepancies were resolved through discussions between the researchers. Results: Each student narrative demonstrated difference in behaviours and experiences. Students engaged less in studies or had ineffective learning methods. Narratives indicated various reasons such as being overconfident or unmotivated to study for these behaviours. However, interpreting based on Theories of Action, the students’ failures could be explained by three types of invalid governing variables found in the data. Students may have performed their actions based on either inadequate knowledge, possessing misbeliefs or have no rationales at all. Invalid governing variables may have led to ineffective actions, and subsequently resulted in unintended consequences. Hence, all students failed the mid-year and/or end-year assessments. Conclusion: Struggling students lacked the valid governing variables in rationalising their actions. One suggestion based on the Theories of Action is the recommendation that students perform double loop learning to deeply assess and alter their governing variables.

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Chapter V: Meaningful Learning and Retention: Intrapersonal Cognitive Variables

Cited by 14 publications

References 23 publications

Class Discussions Based on Cultural Aspects to Foster the Speaking Skill Among High School Students

Class Discussions Based on Cultural Aspects to Foster the Speaking Skill Among High School Students

Social Appropriation of Knowledge About Research in Prostate Cancer with Middle Education Students in Three Colombian Cities

WITHDRAWN: Why Did They Fail? A Case Study on Undergraduate First Year Medical Students

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