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Resumen de Towards deep, coherent learning and long-term knowledge

H. Kasuk, S. Valling, E. Voolaid

  • The main challenge of the study is to initiate a deep approach to learning that results with longtermknowledge and experience in problem solving skills. The concept of a deep approach to learningthat originates from the work of Marton and Säljö [1] differentiates the intrinsic, self-motivatedintension to understand and gain knowledge from the surface approach that is driven by reproductionof studied material, fear of failure and a desire to keep out of trouble [2]. In the current study, to initiateabovementioned deep and self-directed learning process, the environment for problem-based learning(PBL) as well other creative activities were supported. PBL is characterized by learning in smallgroups, the teacher is facilitating group learning, the learning process is initiated by problems, and newinformation is acquired through self-study. Students involvement in a supportive and collaborativelearning environment involves the mechanisms through which PBL is assumed to enhance deeplearning and coherent knowledge [3].The aim of the study was to apply active learning methods in physical and environmentalchemistry by teaching non-chemists to achieve more motivated, self-directed students with a deeperunderstanding of the subject with coherent long-term knowledge.The study focused on the changes in students learning motivation, self-directed learning andattitude towards deep approach to learning during studying in an active learning environment. Thequestionnaire consisted overall of 15 questions and it was used twice: the student’s feedback at thebeginning of the courses as well at the end of the courses was collected and the impact of change wereanalyzed. The results of the analysis are used for input for further re-design and improvement of thecourses.


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