Meaningful Learning: The Main Constitutive and Consecutive Components and their Presence in Science Teaching

• Authors: Elias Abu-Ghaneema

Abstracts

EN

This pilot study aims to identify the presence of components which are consistent with meaningful learning in science teaching. Semi-structured interviews were conducted with six science teachers and the results show that some of the teachers’ perceptions and practices in science teaching are consistent with meaningful learning components. Science teachers’ descriptions led to the identification of six categories which can be classified into two sets of components: Constitutive (e.g., ‘authenticity’ and ‘prior knowledge’) and. Consecutive (e.g., ‘cooperative learning’, ‘knowledge construction’, ‘learning by doing’ and ‘feedback’). Based on these results, it can be concluded that there is a positive change in teachers’ perceptions and implementation of pedagogical processes for promoting meaningful learning in science teaching. The implications of these findings for future research are discussed.

Keywords

EN

Constructivism; Meaningful learning; Science teaching; Constitutive Component; Consecutive component

• Publisher: Komitet Nauk Pedagogicznych PAN
• Journal: Rocznik Pedagogiczny
• Year: 2018
• Volume: 41
• Pages: 183-192

Dates

published

2018

Contributors

author

Elias Abu-Ghaneema

• Public Junior High School, Ibillin, Israel

Identifiers

Biblioteka Nauki

433685