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Essay / Research Paper Abstract
A 4 page paper that discusses a number of factors involved in learning. The writer comments on brain-based learning, meaningful learning, schema theory, relevance, neural connections, prior knowledge, levels of processing and activating prior knowledge. The paper ends with a short example of brain-based learning. Bibliography lists 7 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGmisc4.rtf
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Unformatted sample text from the term paper:
theories, including brain-based learning. While they may not be identified in the same words, the concept is there. Two of the three conditions for complex learning in brain-based learning theory
are: Relaxed alertness, i.e., a low threat environment, and Active processing, which is explained as making meaning through processing experiences (Lamb, 2001). One of the brain-compatible elements included in Kovaliks
work is meaningful content (Lamb, 2001). Meaningful learning is found in many theories, dating back to the 1930s when Bartlett found that the parts of stories people remembered had to
do with which parts of the information was meaningful to them (Daniel, 1999). Meaningful learning fits within schema theory, which "is a theoretical view of knowledge construction that says that
the information people store in memory consists of networks of organized and interconnected ideas, relationships, and procedures" (Daniel, 1999). They will remember what has meaning, which is why there is
a focus on meaningful learning in our public schools. The importance of this for teachers is that students enter any classroom with very different interests, past experiences and prior
knowledge (Daniel, 1999). In other words, they each bring a different schemata to the classroom the teacher must consider when planning lessons. Ausubel suggested that meaning learning will happen when
"the ideas of a new schema are connected not only to each other but to previously established schemata as well" (Daniel, 1999). The prior knowledge allows students to make connections
to new knowledge. Given the diverse backgrounds, i.e., schemata, students bring, it is also important to remember that the content must have relevance to them (Utah Education Network, 2005). Meaningful
learning will not occur if the content is not relevant. Relevance helps students value learning experiences and also helps them make meaning (Utah Education Network, 2005). Students also possess different
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