scholarly journals RESOLUÇÃO DE PROBLEMAS NAS AULAS DE MATEMÁTICA: PROMOVENDO A APRENDIZAGEM SIGNIFICATIVA DO CONCEITO DE VOLUME DE BLOCOS RETANGULARES / PROBLEM SOLVING IN MATH CLASSES: PROMOTING THE MEANINGFUL LEARNING OF THE RECTANGULAR BLOCK VOLUME CONCEPT

2019 ◽  
Vol 25 (3) ◽  
pp. 181
Author(s):  
Vívian Caroline Da Silva De Sá ◽  
Larissa Pinca Sarro Gomes
Keyword(s):  
Problem Solving ◽  
Meaningful Learning ◽  
Rectangular Block ◽  
Block Volume

Neste artigo objetivou-se compreender como a Metodologia de Resolução de Problemas pode contribuir para a aprendizagem significativa do conceito de volume de blocos retangulares. Para isto, por meio da pesquisa participante, considerou as etapas da metodologia de Resolução de Problemas e aportes teóricos de autores que discutiram a Aprendizagem Significativa. Participaram desta pesquisa vinte alunos de uma escola estadual localizada município de Ilhéus, na Bahia. Na etapa de análise foram utilizados os materiais produzidos por esses alunos, bem como os registros de suas interações realizadas no diário de campo. Com os resultados foi possível constatar que a metodologia da Resolução de Problemas mostrou-se de grande relevância, proporcionando a discussão de pré-requisitos importantes para promover a aprendizagem significativa do conceito de volume de blocos retangulares. Também possibilitou uma melhor interação entre entre os alunos, resultando em suas participações ativas durante o processo de aprendizagem. 

scholarly journals Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 1005 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Concept Learning ◽  
Meaningful Learning ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Enhanced Learning ◽  
Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

Psychology of Learning in the Junior High School

2007 ◽  
Vol 12 (5) ◽  
pp. 283-287
Author(s):  
Howard F. Fehr
Keyword(s):  
High School ◽  
Middle School ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematics Curriculum ◽  
Junior High ◽  
Classroom Teacher ◽  
Meaningful Learning ◽  
Psychology Of Learning

Although we now often use the term “middle school,” the educational tenets described in this article remain viable today. Students from the ages of 10 to 15 are prime for meaningful learning. The notion of a general mathematics curriculum containing substantial review of earlier concepts is not acceptable; significant mathematics and problem-solving techniques need to be taught. Just as it was fifty years ago, the role of the classroom teacher is significant in providing motivation and approval.

scholarly journals Understanding students' use of mathematical processes during a digital escape game

2021 ◽  
Vol 26 ◽  
pp. 123-129
Author(s):  
Megan Clune
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Student Learning ◽  
Mathematics Classroom ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Student Needs ◽  
School Students ◽  
Essential Component

Mathematical processes have long been considered an essential component of meaningful learning in mathematics, yet these processes can sometimes be invisible in the mathematics classroom or in learning experiences. This discussion uses the context of a purpose-designed, innovative ‘digital escape’ game to illustrate how digital experiences might bring mathematical processes to the fore of student learning while offering other affordances only seen in the online space. This article reports on a pilot study conducted with 12-15-year-old school students with the aim of determining if a digital escape game could promote the use of mathematical processes. During the digital escape game, it was found that students engaged with problem-solving, reasoning, communication and made connections within, across and beyond mathematics. The preliminary findings demonstrate how digital experiences may enrich the use and development of core mathematical processes, and it is argued that teachers could use their own expertise and knowledge of their learners to design such experiences, catering to student needs and interests.

Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students

2008 ◽  
Vol 32 (4) ◽  
pp. 312-316 ◽  
Author(s):  
Hilda Leonor González ◽  
Alberto Pardo Palencia ◽  
Luis Alfredo Umaña ◽  
Leonor Galindo ◽  
Luz Adriana Villafrade M
Keyword(s):  
Problem Solving ◽  
Concept Maps ◽  
Learning Experience ◽  
Intervention Group ◽  
Multiple Choice ◽  
Meaningful Learning ◽  
Control Group ◽  
Mediated Learning ◽  
Mediated Learning Experience ◽  
The Impact

Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autónoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.

A Preschool Investigation: The Skyscraper Project

2017 ◽  
Vol 23 (6) ◽  
pp. 340-348
Author(s):  
Kelly K. McCormick ◽  
Guinevere Twitchell
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Learning Experience ◽  
Meaningful Learning

This meaningful learning experience intrinsically invites problem solving and mathematical thinking that emerges during play.

Crossword puzzles for chemistry education: learning goals beyond vocabulary

2016 ◽  
Vol 17 (3) ◽  
pp. 532-554 ◽  
Author(s):  
Elizabeth Yuriev ◽  
Ben Capuano ◽  
Jennifer L. Short
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Chemistry Education ◽  
Meaningful Learning ◽  
Scientific Discipline ◽  
Learning Goals ◽  
Chemistry Students ◽  
Definition Of ◽  
Language Of Chemistry ◽  
Crossword Puzzles

Chemistry is a technical scientific discipline strongly underpinned by its own complex and diverse language. To be successful in the problem-solving aspects of chemistry, students must master the language of chemistry, and in particular, the definition of terms and concepts. To assist students in this challenging task, a variety of instructional techniques need to be explored. In this study we have developed crossword puzzles to aid students in mastering chemical terminologyviameaningful learning as opposed to rote memorisation. We have evaluated this tool for its effectiveness in study and revision. Specifically, we asked: (i) are crosswords effective as in-class and out-of-class revision tools? (ii) Is crossword performance (as a measure of the command of scientific vocabulary) predictive of problem-solving ability? The results demonstrated that crossword puzzles improve the ability of students to solve problems and, when used systematically, contribute to increases in learning. The findings are discussed in the context of information processing and meaningful learning.

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