Towards meaningful learning with stimulus equivalence activities adaptation on the aBoard platform

2019 ◽  
Author(s):  
Robson Fidalgo ◽  
Jayr Pereira ◽  
Natália Franco ◽  
Fáber Giraldo
Keyword(s):  
Stimulus Equivalence ◽  
Meaningful Learning

CONCEPT ACQUISITION AND THE PROCESS OF MEANINGFUL LEARNING

1979 ◽  
Vol 24 (6) ◽  
pp. 537-537 ◽  
Author(s):  
A. LEON PINES
Keyword(s):  
Meaningful Learning ◽  
Concept Acquisition

Stimulus equivalence and N400 in poststroke patients: An exploratory study.

2018 ◽  
Vol 11 (4) ◽  
pp. 375-392
Author(s):  
Alna C. M. Paranhos ◽  
Carla C. P. Paracampo ◽  
Givago S. Souza ◽  
Olavo F. Galvão ◽  
Ana L. F. Brino
Keyword(s):  
Exploratory Study ◽  
Stimulus Equivalence

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

Interfaith Families

2020 ◽  
Vol 53 (1) ◽  
pp. 98-104
Author(s):  
Halima Krausen
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Meaningful Learning ◽  
Religious Communities ◽  
Growing Up ◽  
New Normal ◽  
World Today ◽  
The World ◽  
Interfaith Marriages ◽  
Plural Society

In our plural society, interfaith marriages and multicultural families have become a new normal and are either considered problematic for the religious communities or welcomed as a contribution to a secular and more peaceful world. In the course of my work with European Muslims, I could accompany such families through a few generations. In this article, I am going to outline some typical challenges and crises in such relationships and their effects on young people growing up in mixed families, adding my observations of how they can be dealt with. Ultimately, there is a chance that, through dialogue, it provides a meaningful learning environment that prepares young people for the diverse reality of the world today.

Sign in / Sign up

Export Citation Format

Share Document