Creation of Meaningful-Learning and Continuous Evaluation Education System

2015 ◽  
pp. 218-226
Author(s):  
Habib M. Fardoun ◽  
Abdullah Albarakati ◽  
Antonio Paules Ciprés
Keyword(s):  
Education System ◽  
Meaningful Learning ◽  
Continuous Evaluation

scholarly journals Gamification and Gen Z in Higher Education

2021 ◽  
Vol 17 (4) ◽  
pp. 1-22
Author(s):  
Manisha Saxena ◽  
Dharmesh K. Mishra
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Education System ◽  
Web Of Science ◽  
Meaningful Learning ◽  
New Age ◽  
Research Literature ◽  
Field Of Study ◽  
Secondary Research ◽  
Motivation And Engagement

Research has found that the new-age learner, Gen Z, is different from his/ her predecessors and hence educators need new age pedagogical interventions to cater to this group of learners. With a change in the way the new age learner learns, the education system needs to revamp to incorporate tools that suit the need of the learner.The paper reviews the use of Gamification as a tool for motivation and engagement for Gen Z in higher education with the help of peer-reviewed research literature from research databases predominantly from Scopus and Web of Science. The purpose of this paper is to provide suggestions on how to create an engaging and meaningful learning environment in Higher Education for Gen Z by providing relevant insights on Gamification with the help of secondary research. As this is an emerging field of study, this paper will help policymakers, educators and academicians to design and implement relevant interventions to use Gamification as an effective tool for Gen Z learners in the field of higher education.

Conceptual Mapping Facilitates Coherence and Critical Thinking in the Science Education System

2015 ◽  
pp. 1227-1258
Author(s):  
James Gorman ◽  
Jane Heinze-Fry
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Education System ◽  
Meaningful Learning ◽  
State Standards ◽  
Conceptual Mapping ◽  
Professional Educators ◽  
Connected Set ◽  
Teachers And Students ◽  
Conceptual Maps

In this case, the authors propose a pathway of visual mapping through which the science education system from professional educators who produce representations of national and state standards to curriculum coordinators at the school district level to individual teachers and students in the classroom could be aligned in order to promote meaningful learning of a connected set of concepts. Conceptual mapping is demonstrated to be a tool that promotes critical thinking, cohesion, and meaningful learning in opposition to the learning of arbitrary facts and rote memorization. The authors offer many examples of conceptual maps that have been produced to externalize thinking at each level. This chapter provides a “synthesis case” demonstrating that not only does it require critical thinking to create conceptual maps, but, equally salient, these visual representations of our thinking catalyze further critical thinking and coherence within the science education system.

Conceptual Mapping Facilitates Coherence and Critical Thinking in the Science Education System

2014 ◽  
pp. 296-334
Author(s):  
James Gorman ◽  
Jane Heinze-Fry
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Education System ◽  
Meaningful Learning ◽  
State Standards ◽  
Conceptual Mapping ◽  
Professional Educators ◽  
Connected Set ◽  
Teachers And Students ◽  
Conceptual Maps

In this case, the authors propose a pathway of visual mapping through which the science education system from professional educators who produce representations of national and state standards to curriculum coordinators at the school district level to individual teachers and students in the classroom could be aligned in order to promote meaningful learning of a connected set of concepts. Conceptual mapping is demonstrated to be a tool that promotes critical thinking, cohesion, and meaningful learning in opposition to the learning of arbitrary facts and rote memorization. The authors offer many examples of conceptual maps that have been produced to externalize thinking at each level. This chapter provides a “synthesis case” demonstrating that not only does it require critical thinking to create conceptual maps, but, equally salient, these visual representations of our thinking catalyze further critical thinking and coherence within the science education system.

scholarly journals Gamification and Gen Z in Higher Education

2021 ◽  
Vol 17 (4) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Education System ◽  
Web Of Science ◽  
Meaningful Learning ◽  
New Age ◽  
Research Literature ◽  
Field Of Study ◽  
Secondary Research ◽  
Motivation And Engagement

Research has found that the new-age learner, Gen Z, is different from his/ her predecessors and hence educators need new age pedagogical interventions to cater to this group of learners. With a change in the way the new age learner learns, the education system needs to revamp to incorporate tools that suit the need of the learner.The paper reviews the use of Gamification as a tool for motivation and engagement for Gen Z in higher education with the help of peer-reviewed research literature from research databases predominantly from Scopus and Web of Science. The purpose of this paper is to provide suggestions on how to create an engaging and meaningful learning environment in Higher Education for Gen Z by providing relevant insights on Gamification with the help of secondary research. As this is an emerging field of study, this paper will help policymakers, educators and academicians to design and implement relevant interventions to use Gamification as an effective tool for Gen Z learners in the field of higher education.

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

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

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