Learners come to education with bits of specific former knowledge and skill related to the field at hand. In Norman's (1982) terms, three overlapping stages of learning are then distinguishable: the accretion of new information, and its chunking, elaboration, and connection to existing knowledge; its restructuring, through which new knowledge organizations are formed, usually to replace or reformulate old concepts and relations; and, finally, the tuning or adaptation and practice of knowledge structures in particular uses. In Anderson's (1985) skill development theory, the parallel phases are declarative knowledge acquisition, compilation or proceduralization, and automatization. Achieving the desired end states equips learners to think and
The great aim of education is not knowledge but action. ( Herbert Spencer).I believe that learning is not only acquiring knowledge , understanding things , thinking about that , questioning it , discussing it and adding new learning on it and able to apply it in their daily life . Learning should be like a walker to a child to his world of knowing to the world of unknowing. The child learns through making his or her
They are closely related and can often overlap. Schraw, Crippen, and Hartley (2010) elaborated upon the definition of metacognition: “Knowledge of cognition includes the awareness of what one knows, how one learns, what strategies one knows, and when one implements strategies. Regulation of cognition includes planning, monitoring, and evaluation. Planning involves one’s connection to previous knowledge, plan for using strategies, and use of time. Monitoring is one’s self-checking at each stage of the task.
15). In a concept map, each word or phrase is connected to another and linked back to the original idea, word, or phrase. Concept mapping is considered a valuable active teaching method because it prompts learners to make connections and establish relationships between new concepts and prior schema (McMillan, 2010; Pottier et al., 2010; Sadler et al., 2015). Learners use graphic representations to depict their understanding of the meaning of a set of concepts, to organize and represent knowledge, to summarize and analyze their ideas, and to visualize their thinking (Lee et al., 2013). Concept maps have been used effectively in nursing education since 1984 (Daley & Torre, 2010; Harris & Zha,
He contends that learning happens through experimentation strategy. As per him learning is a steady procedure where the individual will make numerous endeavors to learn. The substance of this hypothesis is-as the trials increment, the mistakes diminish. This is conceivable in view of affiliation framed between sense impressions and driving forces to activity. Such an affiliation comes to be known as a "bond" or an 'association, since it is these bonds or associations which get to be reinforced or debilitated in making and bringing an end to of propensities.
From this process the understanding is what happened in the past whether positive or negative can be used to improve the present state and events that might occur in the future. The new idea has to be organized by a researcher into a coherent body and a set of related ideas. As per the introductory chapter 1 of Van Zyl (2013), the steps in the research process sets a stage for the next and therefore it is important to understand a model of scientific inquiry, meaning following a model that begins with a question and ends with asking new questions. According to Van Zyl (2013) different types of research were provided. And therefore research is divided into experimental and non-experimental research.
COMPUTER BASED CONCEPT MAPPING SOFTWARES Computer-Based Concept Mapping Software’s can help to make teaching and learning more effective as it provides better presentation of the Concept Mapping and helps learners to organize information through visual aids while a concept map is a diagram showing the relationships among concepts. Concept Mapping can stimulate learner’s meta-cognitive awareness so that it assists the learner not only to establish an appropriate monitoring strategy but also to increase the use of retrieving and memorizing knowledge. Many kinds of Computer-assisted Concept Mapping software, such as Inspiration, EDGE Diagrammer, Sem Net, and IHMC CmapTool, have recently been made available. Learners can download them from the
One has to build on prior knowledge for learning to be meaningful and effective. My position on the activities of educating and instructing is that these need to be applicable and well thought out so that the learners can relate and engage fully. The teaching and learning has to meet and accommodate the specific needs of the different learners because when it is related and holistic, the learners can find meaning in the activities that they do. The teacher, therefore, needs to consolidate the teaching and learning process. The process of teaching and learning has the same value as the product, therefore how the children learn has the same significance as what they learn.
The best part of mind mapping is that you generate more ideas when drawing them. Collaborative mind mapping with the team gives you best results. Traceability mindmap A traceability matrix is an essential tool for every tester to analyze and improvise the test coverage. You can use a mindmap instead of a tabular traceability matrix. To create a traceability mindmap - add nodes of all the Epics.
Furthermore, it is common, assumed that discovery learning allows for errorful learning, that it is guided to some extent, and that is the outcome of inductive methods of instruction. It demonstrates the ability to meet the requirements innovation of teaching methods that is based on the learner-oriented perspective, helping students self-seek and discover new knowledge on previous experience and his life experiences. In Viet Nam, Guided Discovery Learning is an active method teaching which not only was studied by many researchers but also applied by teachers In recent years (Nguyen Phu Loc, 2010 );Le Vo Binh, 2007 ). This paper presents an experiment was to confirm that teaching the arithmetic sequence topic by guided discovery learning is more efficient than the traditional method in Viet Nam. Discovery learning Discovery learning is an action-based learning approach that stresses experimentation and hypothesis testing.