Littérature scientifique sur le sujet « Ausubel Theory »
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Articles de revues sur le sujet "Ausubel Theory"
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Ullah, AMM Sharif. « Concept Map and Knowledge ». Education Sciences 10, no 9 (15 septembre 2020) : 246. http://dx.doi.org/10.3390/educsci10090246.
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Gazali, Rahmita Yuliana. « Pengembangan bahan ajar matematika untuk siswa SMP berdasarkan teori belajar ausubel ». PYTHAGORAS : Jurnal Pendidikan Matematika 11, no 2 (6 décembre 2016) : 182. http://dx.doi.org/10.21831/pg.v11i2.10644.
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Penelitian ini bertujuan untuk menghasilkan bahan ajar matematika berdasarkan teori belajar Ausubel untuk siswa SMP berupa lembar kegiatan siswa (LKS), namun terlebih dahulu dikembangkan rencana pelaksanaan pembelajaran (RPP) dan tes prestasi belajar (TPB) dimana RPP dan LKS memenuhi kriteria valid, praktis, dan efektif serta TPB memenuhi kriteria valid, praktis, dan reliabel. Penelitian ini merupakan penelitian pengembangan yang diadaptasi dari model Borg & Gall yang terdiri dari tiga langkah utama yaitu studi pendahuluan, desain produk, dan pengembangan dan evaluasi. Kevalidan produk dilihat dari hasil validasi ahli dan mencapai kriteria valid untuk LKS dan sangat valid untuk RPP dan TPB. Kepraktisan produk mencapai kategori sangat praktis ditinjau dari lembar kepraktisan guru dan siswa serta observasi keterlaksanaan pembelajaran. Keefektifan produk ditinjau dari sikap, pengetahuan, dan keterampilan. Hasil uji coba lapangan menunjukkan lebih dari 70% siswa mencapai Kriteria Ketuntasan Minimum untuk pengetahuan dan keterampilan, serta mencapai kriteria baik dan sangat baik untuk ranah sikap.Kata kunci: pengembangan, bahan ajar, teori belajar ausubel Development of mathematics teaching material for junior high school students based on ausubel learning theory AbstractThis research is aimed to produce teaching material of mathematics based on Ausubel learning theory for Junior High School students in the form of student’s activity sheet, but at first the lesson plan is developed and the completeness of learning achievement test, that is the lesson plan and student activity sheet to meet the criteria for a valid, practical, and effective devices and the learning achievement test to meet the criteria for a valid, practical, and reliable devices. This research is the development of a model adapted from Borg & Gall which consists of three main steps such as the preliminary study stage, the stage of product design, and the development and evaluation stages. The validity of the products seen from the results of the validation experts stating that the products reach the valid criteria for student activity sheet and very valid for lesson plan and learning achievement test. The practicality of products seen from the practicality teachers sheet and practicality students sheet and study observation sheet. The effectiveness of the products obtained from attitudes, knowledge, and skills. The results of field trials showed more than 70 % of students achieving mastery Minimum Criteria for knowledge and skills , as well as achieving good and excellent criterion for the attitude sphere .Keywords: development, instructional materials, Ausubel learning theory
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Kinasih, Sekar, et Kelly Sinaga. « KAJIAN PENERAPAN TEORI PEMBELAJARAN BERMAKNA AUSUBEL BERDASARKAN PERSPEKTIF ALKITABIAH PADA MATERI HIDROKARBON [A STUDY ON THE APPLICATION OF AUSUBEL'S MEANINGFUL LEARNING THEORY ON HYDROCARBON CHEMICAL LEARNING BASED ON A BIBLICAL PERSPECTIVE] ». Polyglot : Jurnal Ilmiah 16, no 2 (4 juin 2020) : 141. http://dx.doi.org/10.19166/pji.v16i2.2128.
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<p>Learning about hydrocarbons in a chemistry class requires a high understanding of concepts and memory. Students usually only focus on memorizing and understanding the material when studying hydrocarbons in order to get good grades during exams, as happened to the grade 11 students in one of the schools in Lampung. This results in students not really learning about hydrocarbons and how they are useful for daily life. The purpose of writing this paper is to explain the study of the application of Ausubel's meaningful learning theory with the Contextual Teaching and Learning (CTL) strategy on hydrocarbon material based on a biblical perspective. Ausubel's meaningful learning theory with a Contextual Teaching and Learning strategy can help students find the meaning of learning because this theory emphasizes the integration of information that is relevant to a student's life or context. Through contextual learning students also obtain life values based on a biblical perspective. The method of writing this research is a literature study based on 20 reference sources. The conclusion obtained is that each stage in Ausubel's meaningful learning theory with a contextual approach can help students find the meaning of learning by connecting old knowledge with new knowledge that is more relevant to life. Students can also add value to their life by becoming wise users of petroleum which is a hydrocarbon.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Hidrokarbon adalah salah satu materi pembelajaran kimia yang membutuhkan pemahaman konsep dan daya ingat yang tinggi. Siswa biasanya hanya fokus menghafalkan dan memahami materi ketika belajar hidrokarbon agar bisa memperoleh nilai yang baik saat ujian, seperti yang terjadi pada siswa kelas XI SMA di salah satu sekolah di Lampung. Hal tersebut mengakibatkan siswa tidak menemukan makna dalam pembelajaran hidrokarbon yang berguna bagi kehidupan sehari-hari. Tujuan penulisan makalah ini adalah untuk memaparkan setiap tahapan dalam penerapan teori pembelajaran bermakna Ausubel dengan strategi <em>Contextual Teachin</em><em>g and Learning</em> (CTL) pada materi hidrokarbon berdasarkan perspektif Alkitabiah<em> yang </em>dapat menolong siswa menemukan makna pembelajaran yang relevan dengan kehidupan siswa atau kontekstual. Melalui pembelajaran yang kontekstual siswa juga memperoleh nilai-nilai kehidupan berdasarkan perspektif Alkitabiah. Metode penulisan penelitian ini adalah kajian literatur berdasarkan 20 sumber referensi. Kesimpulan yang diperoleh yaitu setiap tahapan dalam teori pembelajaran bermakna Ausubel dengan pendekatan kontekstual dapat menolong siswa menemukan makna belajar melalui menghubungkan pengetahuan lama dengan pengetahuan baru yang lebih relevan dengan kehidupan. Siswa juga dapat memperoleh nilai kehidupan untuk menjadi pribadi yang berhikmat dan bijaksana dalam menggunakan minyak bumi.</p>
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Tian, Zhijie, Kun Zhang, Tao Zhang, Xiaozhen Dai et Juan Lin. « Application of Ausubel cognitive assimilation theory in teaching/learning medical biochemistry and molecular biology ». Biochemistry and Molecular Biology Education 48, no 3 (20 décembre 2019) : 202–19. http://dx.doi.org/10.1002/bmb.21327.
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Ferdiansyah, Ade Citia Dewi, et I. Gusti Agung Ayu Wulandari. « RiTAS Application Oriented to Ausubel Learning Theory for Social Studies Content : Validity and Feasibility ». Journal of Education Technology 5, no 1 (24 mars 2021) : 113. http://dx.doi.org/10.23887/jet.v5i1.32740.
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The implementation of online learning tends to make students bored if they only use learning media in the form of videos taken from YouTube and assignments given by the teacher through Google Classroom and Whatsapp groups. The limited ability of teachers to use digital learning media is the cause of the monotony of learning media during online learning. The purpose of this study is to describe the design and validity of the learning media application being developed. This development research applies the ADDIE model. Data collection was carried out by using a questionnaire method with a questionnaire instrument. The data analysis used qualitative and quantitative descriptive analysis methods. The subject of this development research is learning media in the form of an android application. Furthermore, the subject matter is reviewed by expert validators, learning design experts, media experts. Finally, the students conducted trials individually and in small groups. The results of data analysis based on media validation by material experts obtained a score of 92.8% with very good qualifications, learning design experts got a score of 87.5% with good qualifications, learning media experts got a score of 85% with good qualifications. The results of individual trials on 3 students obtained a score of 90.1% with very good qualifications and tests through small group testing on 9 students obtained a score of 90.9% with very good qualifications. Based on the results of the analysis of product test data by experts and the results of testing on students, it is concluded that this research learning media is valid and suitable for use in learning by grade VI students.
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Borges, Rosângela Lopes, et Marcos Fernandes-Sobrinho. « Análise da atuação de um profissional da sala de atendimento multifuncional na perspectiva da teoria da aprendizagem significativa ». Revista Pesquisa Qualitativa 6, no 12 (24 décembre 2018) : 426. http://dx.doi.org/10.33361/rpq.2018.v.6.n.12.239.
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Resumo: A Teoria da Aprendizagem Significativa (TAS) de David Ausubel é uma das proposições da aprendizagem que visa aprimorar o processo educacional dos alunos. Nela se considera os conhecimentos prévios dos discentes, além da organização e estabilização de ideias. Este estudo tem como problemática a percepção e o uso da TAS pelos professores das Salas de Recursos Multifuncionais (SRM). Objetiva-se investigar como se dá o processo de ensino e aprendizagem dos alunos com Necessidades Educativas Especiais (NEE) e como o profissional de inclusão promove a Aprendizagem Significativa desses. Para isso, empregou-se uma pesquisa descritiva de cunho qualitativo, lançando mão do levantamento de informações, por meio de uma entrevista semiestruturada para com um profissional da SRM, que trabalha em uma escola estadual de um município do interior do Estado de Goiás/Brasil. Além disso, realizou-se uma observação sistemática, por três semanas, dos atendimentos matutinos a fim de perceber como ocorre o processo de ensino e aprendizagem no Atendimento Educacional Especializado (AEE) à luz da TAS. Conclui-se que a profissional entrevistada tem conhecimento da teoria em foco, que pondera as experiências vividas, enfatiza a interdisciplinaridade e estimula o desenvolvimento da autonomia dos estudantes. Entretanto, identificou-se a burocracia como empecilho à implantação de novas Salas de Recursos na localidade.Palavras-chave: Significância do Ensino; Ausubel; Professor de AEE; Educação Inclusiva. Analysis of the activity of a professional in the multifunctional service room in the perspective of the theory of significant learningAbstract: David Ausubel Theory of Significant Learning (TSL) is one of the propositions of learning that aims to improve the educational process of students. It considers the students' previous knowledge, as well as the organization and stabilization of ideas. This study has as problematic the perception and the use of the TSL by the teachers of the Multifunctional Resource Rooms (MRR). The objective is to investigate how the teaching and learning process of students with special educational needs (SEN) is given and how the inclusion professional promotes their meaningful learning. For this, a qualitative descriptive research was used, using a semi-structured interview with a MRR professional, who works in a state school of a municipality of the interior of the State of Goiás/Brazil. In addition, a systematic observation was carried out for three weeks of the morning attendance in order to understand how the teaching and learning process occurs in the Specialized Educational Service (SES) in the light of the TSL. It is concluded that the professional interviewed has knowledge of the Theory in focus, which weighs the lived experiences, emphasizes the interdisciplinarity and stimulates the development of students' autonomy. However, bureaucracy was identified as an obstacle to the implementation of new Resource Rooms in the locality.Keywords: Significance of Teaching; Ausubel; Teacher of AEE; Inclusive education.
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Valente, Pedro Santos, José Benício Costa, Gilberto Martins Lynch et Douglas Da Silva Barros. « David Ausubel’s theory and learning improvement : a case study of the Leveling Courses Program in Basic Sciences for Engineering ». International Journal on Alive Engineering Education 4, no 2 (23 avril 2018) : 65. http://dx.doi.org/10.5216/ijaeedu.v4i2.48273.
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The evasion in higher education, especially in science courses, is a reality faced by universities not only in Brazil, but also in several other countries around the world. The number of students who drop out of university is very expressive, resulting in academic, economic and social losses. To try to minimize this problem, the University Extension Department of the Federal University of Pará (UFPA) together with the Institute of Technology (ITEC) created in 2011 the Levelling Courses Program in Basic Sciences for Engineering (LCPBSE), whose main area of action is to teach basic mathematics, physics and chemistry for the newly enrolled students in engineering courses. These classes happen before the students have contact with the first subjects of the basic cycle, especially the discipline of Calculus 1, common to all engineering courses. Recent statistical studies have demonstrated that LCPBSE has a relevant role to reduce educational gaps in conceptual and operational fields in the basic sciences to engineering, in addition to working essential topics to the basic courses of undergraduate. Recognizing the importance of LCPBSE as fundamental tool against evasion rate, the research is aiming to better understand its functionality and how it was able to increase the approval ratings. Thus, this paper has as objective to explain how the LCPBSE supports students and it tries to understand what epistemological learning mechanism under the factors contributing to students academic performance increasing. The methodology was based on the bibliographical research of several authors who study the cognitive learning. Among them, we studied those who had a philosophical cognitive/constructivist stance: Piaget, Vygotsky, Kelly, Ausubel and Vergnaud. As a result of this studies, we focus on David Ausubel’s work, who proposes the Meaningful Learning Theory, a thesis that may be able to explain how LCPBSE is helping students to learn more efficiently. According to Ausubel, for learning to be meaningful, it is necessary for the new information to relate to a relevant aspect already existing in the learner's cognitive structure. These relevant aspects are called subsumers, which serve as an anchor for the new knowledge to be acquired. Based on this, the LCPBSE classes may be serving as an organizer of the students' subsumers, so that they can attend the Calculus classes already with the necessary prior knowledge. Finally, we concluded that the organization of subsumers can be a critical strategy used to improve learning and to decrease the evasion rates. Such strategy can be applied not only in the LCPBSE, but also in other programs of other universities.
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Chen, Ke, et Fang Lei Li. « Design and Application of Students’ Learning Mode in Science and Engineering Universities under ESP Environment ». Advanced Materials Research 753-755 (août 2013) : 3169–72. http://dx.doi.org/10.4028/www.scientific.net/amr.753-755.3169.
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With the development of world economy and trade,as well as the reform of college English teaching and learning in China, the teaching and study of English for Specific Purposes (ESP) has also been developing rapidly. However, according to the functional theory of Halliday and the meaningful learning theory of Ausubel, ESP education and teaching in universities at different levels should suit students various professional needs and bear their own traits, therefore ESP teaching and learning mode should be designed with the intent to bring the improvement to students competitive ability. This paper attempts to discuss the design and application ESP teaching and learning mode in science and engineering universities so as to provide some reference to the reform of Xi 'an education and teaching.
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Biasotto, Leonardo Caumo, Camila Faligurski Fim et Rosana Maria Luvezute Kripka. « A TEORIA DA APRENDIZAGEM SIGNIFICATIVA DE DAVID PAUL AUSUBEL : UMA ALTERNATIVA DIDÁTICA PARA A EDUCAÇÃO MATEMÁTICA / DAVID PAUL AUSUBEL'S THEORY OF MEANINGFUL LEARNING : A DIDACTIC ALTERNATIVE TO MATHEMATICS EDUCATION ». Brazilian Journal of Development 6, no 10 (2020) : 83187–201. http://dx.doi.org/10.34117/bjdv6n10-668.
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Schulz, Lisiane Ott, et Tânia Maris De Azevedo. « O discurso docente em língua inglesa e a promoção efetiva do desenvolvimento da habilidade de compreensão oral discente ». Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 69, no 1 (26 janvier 2016) : 111. http://dx.doi.org/10.5007/2175-8026.2016v69n1p111.
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<p>http://dx.doi.org/10.5007/2175-8026.2016v69n1p111</p><p>O presente artigo traz os resultados de uma pesquisa que teve como finalidade verificar o grau de êxito da compreensão do discurso oral docente de aprendizes de língua inglesa de nível de proficiência B2, conforme classificação sugerida pelo <em>Quadro Comum Europeu. </em>Também objetivou identificar as percepções de docentes e discentes de como deve ser a enunciação oral do professor para que haja promoção efetiva do desenvolvimento da habilidade de compreensão dos aprendizes. O propósito desse estudo foi o de comparar a percepção dos dois grupos, bem como contrastar essas opiniões com o grau de êxito da compreensão e com a finalidade didática do discurso docente. A análise e a discussão dos dados foram realizadas sob a luz da perspectiva sociointeracionista de Vygotsky, da teoria enunciativa de Benveniste e do conceito de <em>aprendizagem significativa</em> de Ausubel.</p>
Thèses sur le sujet "Ausubel Theory"
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Camêlo, Bruno Barros. « Uma aplicação da álgebra de Clifford para o ensino da Teoria da Relatividade Restrita ». Universidade Estadual da Paraíba, 2014. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2435.
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In physics is very familiar employment of vectors. These can be seen, the geometric point of view, as straight segments oriented. However, certain quantities are better represented by other objects with geometrical features than with vectors. Such objects are represented by fragments of oriented planes, which cannot be determined by vectors, unless we are in three dimensional space. Geometric or Clifford algebra can be treated as a generalization of vector algebra, and consists of a powerful formalism for the physical description of nature. Thus, we propose in this work, to build strategies to introduce the Clifford algebra as modeler physical concepts of the Theory of Special Relativity and from the modeled concepts, develop educational material for teaching physics in the light of the conception of learning Ausubel.
Na Física é muito familiar o emprego de vetores. Estes podem ser vistos, pelo ponto de vista geométrico, como segmentos de reta orientados. No entanto, certas grandezas ficam mais bem representadas por outros objetos com características geométricas do que com os vetores. Tais objetos são representados por fragmentos de planos orientados, os quais não podem ser determinados por vetores, a menos que estejamos no espaço tridimensional. A álgebra geométrica ou de Clifford pode ser tratada como uma generalização da álgebra vetorial, e consiste em um poderoso formalismo para a descrição física da natureza. Assim, propomos nesse trabalho,construir estratégias para introduzir a álgebra de Clifford como modelador de conceitos físicos da Teoria da Relatividade Restrita à luz da concepção Ausubeliana da aprendizagem para organizar os conceitos dentro de um modelo cognitivo.
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Gomes, Valdenes Carvalho. « O uso de simulações computacionais do efeito fotoelétrico no ensino médio ». Universidade Estadual da Paraíba, 2011. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1778.
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Previous issue date: 2011-10-14Studies showed that the use of information and communication technologies contributes to the educational practice in any level of education. However, it requires changes on the teacher s working methods, generat ing changes on the operation of the institutions and on the educational system. An information and communication technology must involve some kind of material object, which is part of the educational praxis related to the teaching process with some kind of relationship between the teacher-technology and technology-student. In our work we aim to investigate how a computer simulation can help the teaching of acontent of modern physics in high. A computational simulation is an activity that allows the student to manipulate and observe situations that mimic or approximate to a real physical phenomenon. The didactic intervention was performed in four consecutive meetings, each with one hundred minutes long. For this production and performance, we made use of a didactic text, a guide for the activity performance with the computational simulator, an evaluation questionnaire and a learning check activity. The results revealed that the students classified the computational simulation as a good way to approach the subject. Therefore, the use of computational simulations can provide an attractive teaching perspective, however it must be performed in a compatible way to the adopted teaching methodology.
Estudos demonstram que a utilização das tecnologias de informação e comunicação contribui para a prática educativa em qualquer nível de ensino. No entanto, ela impõe mudanças nos métodos de trabalho dos professores, gerando modificações no funcionamento das instituições e no sistema educativo. Uma tecnologia de informação e comunicação educacional deve envolver algum tipo de objeto material, que faça parte da práxis educativa relativa ao processo de ensino com algum tipo de relação entre o professortecnologia e tecnologia-estudante. No nosso trabalho objetivamos investigar como uma simulação computacional pode ajudar o ensino de um conteúdo de física moderna e contemporânea no ensino médio. Uma simulação computacional é uma atividade que permite o estudante manipular e observar situações que imitam ou se aproximam de um fenômeno físico real. A intervenção didática foi realizada em quatro encontros consecutivos cada um com cem minutos de duração. Para a produção e execução dessa intervenção fizemos o uso de um texto didático, de um roteiro para realização da atividade com o simulador computacional, de um questionário de avaliação e de uma atividade de verificação de aprendizagem. Os resultados revelaram que os estudantes classificaram a simulação computacional como uma boa forma de expor o conteúdo. Assim, a utilização de simulações computacionais pode se constituir numa perspectiva de um ensino atraente, entretanto, deve ser feita de forma compatível com a metodologia de ensino a ser empregada.
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Diaz, Anna. « The Relationship Between Thinking Maps and Florida Comprehensive Assessment Test Reading and Math Scores in Two Urban Middle Schools ». Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3840.
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The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and students' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.Ed.D.
Department of Child, Family and Community Sciences
Education
Education EdD
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Cenne, Arlindo Henrique Hoch. « Tecnologias computacionais como recurso complementar no ensino de física térmica ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/12716.
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O ensino de Física no Brasil passa por muitas dificuldades. Cabe ao professor a tarefa de buscar novas metodologias de ensino para tornar as aulas mais interativas e atraentes para os alunos, como forma de despertar maior gosto pela aprendizagem das ciências em geral. É imprescindível também desenvolver o poder de crítica dos alunos na formação de conceitos através da socialização entre alunos e professores e da interação com o meio em que o aluno vive, sempre visando à obtenção de uma aprendizagem potencialmente significativa. Diante deste quadro e embasados nas teorias de mediação e de interação social de Vigotski e na teoria de aprendizagem significativa de Ausubel e Novak, buscou-se desenvolver atividades em Física Térmica utilizando modelagens computacionais criadas com os programas Modellus e Excel como recurso complementar às aulas de Física. Também foram produzidos gifs animados não interativos explorando algumas situações e um hipertexto, incluindo textos de apoio utilizados, principalmente, como recurso de pesquisa extraclasse. Este projeto foi aplicado ao longo dos meses de março a agosto de 2006 em três escolas particulares de Porto Alegre: Colégio São José de Murialdo, Colégio Santa Inês e Escola Maria Goretti, envolvendo seis turmas de segundo ano do Ensino Médio, em um total de 182 alunos. O material elaborado abordou os tópicos sobre termometria, dilatação térmica, calorimetria, curvas de aquecimento, processos de transmissão do calor, gases ideais e termodinâmica. Os conteúdos foram organizados em sete módulos didáticos, com a seguinte estrutura: um texto de apoio, as modelagens utilizadas, um guia de atividades com orientações para sua utilização e questionamentos acerca do conteúdo. Em todos os módulos foi incluída uma seção denominada Física no Cotidiano, com questões que buscam relacionar os assuntos trabalhados no ambiente escolar com situações vivenciadas pelo aluno no seu dia-a-dia. As atividades eram trabalhadas em duplas ou em trios de alunos, o que promoveu uma maior interação social e trocas de experiências na construção do conhecimento; ao professor cabia o papel de mediador da atividade. O material instrucional foi sendo disponibilizado, gradualmente, em CD-ROM e em página da Web das escolas com o objetivo de fazer com que os alunos se detivessem em cada um dos módulos de forma a alcançar um amadurecimento no conteúdo correspondente. O produto deste trabalho será publicado na série Hipermídias de Apoio ao Professor de Física, para que outros professores possam utilizá-lo com seus alunos.In order to overcome the difficulties in the physics teaching, the instructors must use new methodologies thus providing more attractive and interactive classes to motivate their students. To contribute to a meaningful learning it is worth to promote a critical and contextualized formation of concepts by socializing the students with their own environment. To accomplish these goals this proposal presents activities‟ guides on Thermal Physics, developed in association with computer simulations as a complementary resource to high school regular classes. Such approach is based on the meaningful learning theory of D. Ausubel and J. Novak and the social‟s interaction theory of L. Vigotski. It has been applied during the first quarter of the school year of 2006 to 182 students, of six classes of the second year of three High Schools at Porto Alegre, RS: Colégio São José de Murialdo, Colégio Santa Inês and Escola Maria Goretti. The addressed subjects are calorimetry, thermal dilatation, heat transfer, matter phase changes, ideal gases properties and general concepts in thermodynamics, organized in seven didactic modules consisting of a text, the computer simulations, an activity guide with questions about the subject and, also, a section where the Physics issues developed in classroom are related with the students‟ daily life situations. To deeper social interaction, the students were grouped in pair or trios working with the teacher mediation. The instructional material has been gradually displayed in a CD-ROM and in the Schools web pages to allow the students focusing on one subject at a time. The present work is to be published in the series Hipermídias de Apoio ao Professor de Física, of Instituto de Física of UFRGS, in order to give other teachers access to the proposal material.
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Chan, Hui-ching, et 曹惠菁. « The Action Research of Using Ausubel Learning Theory to Help Fourth-Graders’ Mathematics Learning ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82378709693813925807.
Texte intégralRésumé :
碩士國立屏東教育大學
數理教育研究所
99
The purpose of this study was using Ausubel Learning Theory (ALT) to help fourth graders to learn basic algebra concepts. The teaching materials were selected from school textbooks. By adapting ALT and the action research approach, two teaching units were designed to be the teaching materials for assisting students learn the basic algebra concepts, improve their learning interests and algebra reasoning abilities. Twenty-nine fourth grade students were selected as subjects. The data were from students’ problem solving records, concepts maps, worksheet, teacher’s field-notes, teaching video, interviewed record and paper pencil tests. The results are as follows: The teaching plan that was designed under ALT could help students to acquire basic algebra concepts, help them internalize and integrate concepts, and use these concepts to solve problems, make students to be more confident in learning. Otherwise, the teaching plan also improved students’ learning interests and positive attitudes. Through the discussion processes, students’ algebra reasoning abilities were also acquired development as well.
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Odendaal, Karen. « Applying a framework-based approach to teach complex problem-solving to Accounting students / Karen Odendaal ». Thesis, 2015. http://hdl.handle.net/10394/15961.
Texte intégralRésumé :
Accounting transactions are becoming more complex, and more extensive accounting guidance is
provided on a continuous basis in the accounting standards. In addition, accounting guidance
changes often and additional guidance is added to the standards regularly. In view of this immense
amount of accounting knowledge that an accountant can be expected to have, exacerbated by often
multifaceted structures in accounting problems, it can be challenging and onerous to solve certain
accounting problems.
The premise of this study is that accounting problems can also be solved in a less complex manner
with reference to the foundational accounting concepts included in the Conceptual Framework for
Financial Reporting (CF). The solution to the accounting problem using the CF should result in a
similar answer had the detailed, complex accounting guidance been consulted. This is based on the
understanding that the detailed guidance is consistent with the CF and that the CF is not
underdeveloped. In the experience of the author of this dissertation, however, the CF is rarely used
to consider the accounting treatment of specific transactions and the first point of reference is usually
the detailed, specific guidance.
In order to impart a practice of incorporating the CF in problem-solving, the study in this dissertation
is underpinned by educational philosophies rooted mainly in constructivism, and specifically in
Ausubel’s subsumption theory. Applied to accounting education, this theory suggests a frameworkbased
approach whereby educators first instil a detailed knowledge of the CF in an Accounting
course and thereafter present details of specific accounting transactions by building and crossreferencing
to the foundational concepts in the CF. In addition, the paradigm in Accounting courses
should also incorporate problems and experiments through which students can construct their own
knowledge, rather than being passive recipients of an educator’s teaching style. Recent literature on framework-based teaching suggests that such an approach is beneficial as it enhances lifelong
learning.
This study reported on a framework-based approach incorporated in an Accounting course and
aimed to determine students’ ability to solve complex accounting problems by referring only to the
CF, as well as to determine the factors that could influence their ability to solve the problems and
the preferred problem-solving approach of students in facing future accounting problems. In order to
address the broad aim of this study, it was divided into two sections, each to identify and analyse a
different aspect of accounting problem-solving that incorporated the CF. The study in this dissertation
focused mainly on an interpretive research paradigm. The first project had the primary objective of
determining whether students have the ability to solve complex accounting problems by using only
the CF and determining which factors could influence their ability. This was established by analysing
the content and results of an assignment administered to third-year Accounting students at a South
African university in which students were required to solve problems using only the CF. The second
project had the objective of determining the preferred future approach students will take in solving
accounting problems after they have been exposed to a framework-based assignment. This was
established through qualitative measures and augmented by a questionnaire to analyse the students’
perceptions.
The contributions of this dissertation are manifold and include, but are not limited to, the realisation
that a conceptual approach to accounting education is beneficial in Accounting courses. The results
in this study indicate that the ability of students to solve complex accounting problems by referring
only to the CF may depend on the complexity of the scenario and the students’ familiarity with the
problem. In addition, after being exposed to a framework-based assignment, students may tend to
prefer a mixed approach in solving accounting problems, which entails a combination of the concepts
in the CF and specific accounting guidance governing a particular transaction. The author also
believes that this study makes a practical contribution by providing an actual framework-based
assignment which can be used or adapted by other Accounting educators to use in similar courses,
or to help them develop similar assignments or case studies or to replicate the study.
From an educational perspective, it is recommended that Accounting educators incorporate an
emphasis on the CF in their teaching approach. As students are exposed to opportunities to exercise
their judgement using the concepts included in the CF, they will gain experience in this and be able
to exercise better judgement in future. Each time a student is exposed to a problem requiring to be
solved using the CF, or is required to make necessary judgements with regard to the CF, it will lead
to the creation of new knowledge which the student can constantly link and cross-reference to
existing knowledge and experiences. It also appears that, when students are exposed to problem-solving using the CF, it may lead to accountants adopting a more balanced approach by considering
more CF constructs in solving future accounting problems.
Although the study in this dissertation was conducted at only one university, its implications are by
no means limited to this institution. Extrapolation of results cannot be attempted due to the nature of
the research design, but the results in this study are valuable and enhance accounting education
literature in better understanding students’ problem-solving abilities and their preferred problemsolving
approach. The research is therefore valuable to any Accounting educator, as well as the
institutional bodies guiding accounting education and its syllabi. It is hoped also that some of the
findings will inspire other educational institutions to promote a framework-based approach in an
innovative manner.MCom (Accountancy), North-West University, Potchefstroom Campus, 2015
Livres sur le sujet "Ausubel Theory"
1
Griffiths, Sheila. The development of a teaching programme : For teaching part of a protein module to students studying City and Guilds706/II, cookery for the catering industry, using Ausubel's learing theory and the constructivist view of learning. [s.l : The author], 1988.
Trouver le texte intégralChapitres de livres sur le sujet "Ausubel Theory"
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García, Luis M. Casas, Vítor J. Godinho Lopes, Ricardo Luengo González, Sofia M. Veríssimo Catarreira et José L. Torres Carvalho. « Theory of Nuclear Concepts ». Dans Handbook of Research on Didactic Strategies and Technologies for Education, 591–604. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch051.
Texte intégralRésumé :
The Theory of Nuclear Concepts (TNC) is based on prior theories and ideas coming from Ausubel and Novak among others, who argue that concepts are organized hierarchically around general concepts. But the TNC differs from them in holding that the students’ cognitive structure is organized around specific concepts that are not the most general, but only the most significant for the students. TNC also argues that, as a result of the learning progresses, the students’ cognitive structure is transformed into a simpler structure. The associated technique to represent the cognitive structures is “Pathfinder Associative Networks” and to obtain them, it was developed GOLUCA software, which serves as a support on the analysis and representation of cognitive networks. The TNC has been used to understand and evaluate the cognitive structures of students and teachers in real situations.
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Trejos Buriticá, Omar Iván. « Importancia del pensamiento computacional en la formación de ingenieros a partir de teorías y modelos de aprendizaje ». Dans Competitive Risaralda, generating research alliances for development. Universidad Tecnológica de Pereira, 2021. http://dx.doi.org/10.22517/9789587224955.1.9.
Texte intégralRésumé :
The target of this research was to propose, implement and bring to the classroom a model that would facilitate the learning of imperative programming in Systems Engineering and Computing based on the theory of meaningful learning (Dr. David Paul Ausubel), Discovery learning (Dr. Jemore Seymour Bruner) and the 4Q model of thinking preferences (Dr. William Herrmann). From the perspective of these three models, it was sought that, in this learning process, the meaning of programming would be simplified, spaces would be opened for the student to discover solutions based on their own logic, students would be outlined and they would be aware of their profile and, in general, computational thinking will be assimilated as a basis for decision making. The adopted method was quantitative with written evaluations and valued in the range of 1 to 5 and qualitative from observation, dialogue and interaction between students and the research teacher. The results show that, both quantitatively and ...
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Acharya, Anal, et Devadatta Sinha. « A Web-Based Collaborative Learning System Using Concept Maps ». Dans Handbook of Research on Natural Computing for Optimization Problems, 916–36. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0058-2.ch037.
Texte intégralRésumé :
The growth of communication technologies in the last two decades has led to development of web based learning systems for a variety of applications. The efficiency of such learning systems has often been enhanced by the use of collaboration tools and techniques. This study proposes a method of collaboration for construction of Concept Map of learning among a set of ‘n' learners divided into ‘k' groups using Short Message Services (SMS). This concept map is used as a sequence for construction of learning system. The functional modules of the architecture of this system are derived from the ‘Extended' theory of Meaningful learning proposed by David Ausubel. Two approaches have been used for evaluating this collaborative learning system. Firstly, paired t-test was conducted on student marks before and after collaboration to find the degree of significance between these. Secondly, efficiency of the collaboration process is computed using a set of Collaborative Efficiency Indexes (CEI) derived from a set of proposed metrics.
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Mochon, A., et Y. Saez. « An Introduction of Evolutionary Computation in Auctions ». Dans Handbook of Research on Nature-Inspired Computing for Economics and Management, 771–85. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-984-7.ch050.
Texte intégralRésumé :
The increasing use of auctions as a selling mechanism has led to a growing interest in the subject. Thus both auction theory and experimental examinations of these theories are being developed. A recent method used for carrying out research on auctions has been the design of computational simulations. The aim of this chapter is to give a background about auction theory and to present how evolutionary computation techniques can be applied to auctions. Besides, a complete review to the related literature is also made. Finally, an explained example shows how a genetic algorithm can help automatically find bidders’ optimal strategies for a specific dynamic multi-unit auction—the Ausubel auction—with private values, drop-out information, and with several rationing rules implemented. The method provides the bidding strategy (defined as the action to be taken under different auction conditions) that maximizes the bidder’s payoff. The algorithm is tested under several experimental environments that differ in the elasticity of their demand curves, number of bidders, and quantity of lots auctioned. The results suggest that the approach leads to strategies that outperform sincere bidding when rationing is needed.
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« Ausubel’s Assimilation Learning Theory ». Dans Learning, Creating, and Using Knowledge, 67–96. Routledge, 1998. http://dx.doi.org/10.4324/9781410601629-11.
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« Ausubel’s Theory of Meaningful Learning and Its Implications for Primary Science ». Dans The Teaching of Primary Science, sous la direction de Gerry McClelland, 113–30. Routledge, 2018. http://dx.doi.org/10.4324/9780429454103-14.
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van Eeten, Michel J. G., et Emery Roe. « The Paradox Introduced : Concepts and Cases ». Dans Ecology, Engineering, and Management. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195139686.003.0005.
Texte intégralRésumé :
To recapitulate, the hard paradox is this: how do you improve ecological functions and related human services at the same time, if not everywhere then at least over the ecosystem and landscape as a whole? How do decision makers meet the twofold recoupling goal: (1) where they are managing for reliable ecosystem services, they would also be improving the associated ecosystem functions, and/or (2) where they are managing for improved ecosystem functions, they would also be better ensuring the reliability of the ecosystem services associated with those functions. In short, how do decision makers recouple ecosystem functions and services that over time have been decoupled to their detriment? A set of terms have just been introduced that require explanation. The terms “recoupling,” “decoupling,” and, by implication, “coupling” are central to the arguments of our book and are formalized more fully in later chapters. (The controversial terms, “functions” and “services,” are discussed in the next section.) Basically, the literature uses the former terms to refer to biophysical connections, organizational connections, or both. An example of the first is Ausubel (1996, pp. 1, 7, 8), who notes that agricultural modernization has meant “food decoupled from acreage” through the production of more crops on less land. Advances in science and technology “increasingly decouple our goods and services from the demands on planetary resources.” Ausubel adds that we can expect “further decoupling [of] food from land. For more green occupations, today’s farmers might become tomorrow’s park rangers and ecosystem guardians. In any case, the rising yields, spatial contraction of agriculture, and sparing of land are a powerful antidote to the current losses of biodiversity and related environmental ills.” Opschoor (1995) speaks of a similar technological phenomenon, “delinking,” where rising incomes are decoupled over time from intensive material use. Also, the third Dutch national environmental policy plan seeks as one of its goals the decoupling of economic growth from environmental pollution (Ministry of Housing, Spatial Planning and Environment 1998). These uses of “decoupling” all refer to the relation between services and environmental degradation. We, on the other hand, are talking about the relation between services and environmental assets, that is, ecosystem functions.