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Deep Meaningful Learning
Deep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills. It is a theory with a long academic record that can accommodate the demand for excellence in teaching and learning at all levels of education. Its achievement is verified through knowledge application in authentic contexts.
2. Model and Influences
2.1. Deep Learning
capability to produce new solutions to problems and reach creative insights,
adaptation of cognitive competencies through repetitive experimentation, and
shift in values and perceptions through critical thinking .
2.2. Meaningful Learning
Active: Learning is an active cognitive procedure where the student is the protagonist. This dimension signals the active participation of learners by interacting with content and the learning environment, and engaging with a subject matter so as to make a personal cognitive contribution.
Constructive: Learners are expected to construct continuously their own meaning by interpreting and reflecting on observed phenomena, content and the results of their actions.
Intentional: Learners are encouraged to exhibit individual ownership, agency, be self-directed, set goals consciously and commit emotionally.
Authentic: Meaningful learning requires tasks linked to an authentic experience or simulated, realistic context so that they become personally significant and transferable.
Cooperative/relational: Human learning is also a social process involving learners and teachers. Group collaboration and peer conversation occur naturally in knowledge-building communities. Additionally, engaged, passionate teachers contribute significantly to the emotional involvement of learners.
2.3. Deep and Meaningful Learning
3. Related Theories
3.1. Significant Learning
Foundational knowledge; remembering and understanding the fundamental concepts in the core of an educational program’s content.
Application; identifying, analyzing a problem and solving it by applying the basic knowledge or skills.
Integration; building conceptual connections between new and existing knowledge and experiences.
Human dimension; recording an insight in the social dimension in relation to the self and other.
Caring; an emotional shift in regarding their values, perceptions and interest towards the studied domain.
Learning how to learn: acquiring domain-specific self-regulation skills to pursue life-long learning.
3.2. Transformative Learning
3.3. Generative Learning
3.4. Deeper Learning
3.5. Transfer of Learning
6. Research Instruments
Prestructural: Unstructured, inappropriate work.
Unistructural: Appropriate presentation of one relevant subject aspect.
Multistructural: Appropriate presentation of several relevant but unconnected subject aspects.
Relational: Integration of several relevant subject aspects.
Extended Abstract: Creation of a coherent, holistic approach at a new abstraction level.
7. Conclusions and Prospects
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