Novak's Theory of Education: Human Constructivism and Meaningful Learning

Bretz, Stacey Lowery

doi:10.1021/ed078p1107.6

Cited by 226 publications

(253 citation statements)

References 17 publications

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“…What students learn must be connected to what they already know and what they are going to learn Another evidence-supported approach is that of meaningful learning [13,14]. Meaningful learning acknowledges that students construct knowledge, but it also recognizes that this knowledge construction must be build on a firm foundation, and must lead somewhere meaningful (to the student).…”

Section: Evidence-based Approaches To Teaching and Learningmentioning

confidence: 99%

Evidence-based reform of teaching and learning

Cooper

2013

Anal Bioanal Chem

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Over the years a great deal of time and attention has been devoted to reform of teaching and learning in chemistry. However, many of these efforts have focused on individual faculty's experiences and intuition, rather than our understanding of how people learn or evidence about the effects of such reforms. For example, while it is widely known that students emerge from our courses with non-scientific ideas about core concepts, the reasons why this happens are often ascribed to the students' lack of ability or work ethic. However, there is emerging evidence that both the traditional pedagogical approach and the structure of the curriculum contribute to this problem. Students must be provided both with a strong foundation on which to build and link new knowledge, and an understanding of what that knowledge will be used for. In order to achieve this we need to rely on the research base and evidence emerging from discipline-based education research (DBER)-a field that combines deep disciplinary expertise with knowledge and understanding of the science of teaching and learning. This paper presents a short overview of these ideas.

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Section: Evidence-based Approaches To Teaching and Learningmentioning

confidence: 99%

Evidence-based reform of teaching and learning

Cooper

2013

Anal Bioanal Chem

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“…These issues have been extensively discussed in publications of the Towns Research Group (Purdue University Department of Chemistry) and Bretz Research Group (Miami University). Numerous works have been devoted to the study of chemical laboratory course framed by Ausubel's assimilation theory of cognitive learning (Novak 1993(Novak , 2010 and meaningful learning (Bretz 2001). These studies revealed inconsistency between faculty goals, student expectations and learning outcomes across three domains of meaningful learning: affective (attitudes and emotions), psychomotor (physical skills) and cognitive (content knowledge growth) (Brandriet, Ward and Bretz 2013;Bruck, Towns and Bretz 2010;DeKorver and Towns 2016;Bretz 2015a, 2015b).…”

Section: Introductionmentioning

confidence: 99%

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

Бортник

Stozhko

Pervukhina

et al. 2017

Research in Learning Technology

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This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional -in-class hands-on -learning (control group) and blended learning -online learning combined with in-person learning (experimental group). The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies.

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“…In order to measure students' perceptions of their learning in the university chemistry laboratory, we developed the Meaningful Learning in the Laboratory Instrument (MLLI) (Galloway and Bretz, 2015) using Joseph Novak's Theory of Meaningful Learning and Human Constructivism (Novak, 1993(Novak, , 2010Bretz, 2001). A meaningful learning experience ''underlies the constructive integration of thinking, feeling, and acting leading to human empowerment for commitment and responsibility'' (Novak, 2010, p. 18).…”

Section: Introductionmentioning

confidence: 99%

Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course

Galloway

Bretz

2015

Chem. Educ. Res. Pract.

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The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective learning in the university chemistry laboratory. The MLLI was administered at the beginning and the end of the first semester to first-year university chemistry students to measure their expectations and experiences for learning in their laboratory course. To better understand what students' expectations for learning were fulfilled, and what expectations went unmet, cluster analysis was used to examine students' expectations and experiences as measured by their average scores on the MLLI at both the beginning and the end of the semester. The cluster solution yielded four clusters.Three of the four clusters consisted of parallel responses, i.e., the first cluster had both low expectations and low experiences, the third cluster had both high expectations and high experiences, and the second cluster was in the middle of the first and third. The fourth cluster had expectations similar to those of the high cluster, but surprisingly had experiences similar to those of the middle and low clusters.Descriptions of each cluster of students, including distinguishing characteristics of their learning in the laboratory, and the implications of this research are discussed.

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Novak's Theory of Education: Human Constructivism and Meaningful Learning

Abstract: P r i n t • S o f t w a r e • O n l i n e • B o o k s J o u r n a l o f C h e m i c a l E d u c a t i o n

Cited by 226 publications

References 17 publications

Evidence-based reform of teaching and learning

Evidence-based reform of teaching and learning

Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices

Using cluster analysis to characterize meaningful learning in a first-year university chemistry laboratory course

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