Connection learners

Polman, J. L. (1999). Designing project-based science Connecting learners through guided inquiry. New York Teachers College Press. 

Disembedding ability refers to the degree of field dependence/field independence, and represents the ability of a subject to disembed information in a variety of complex and potentially misleading instructional contexts (125, 126). This ability is also connected with the ability of the subject to separate signal from noise thus, learners who use some of their memory capacity to process irrelevant data ( noise ) appear to posses lower working-memory capacity, and are categorized as field dependent. 

Results similar to those discussed by Redish and Steinberg (25) have also been found in chemistry. Carter (27) found that general chemistry students beliefs about the nature of chemistry affected their ability to solve problems and learn chemistry. She noted that instrumental learners view chemical knowledge as a series of rules and facts to be memorized. Moreover, such students made few, if any, connections between these facts. They believed their job was to reproduce the pieces of knowledge presented to them and considered assigned... 

Loving Learning. It s easy to think of math as boring or dry, with no connection to our everyday lives. When your learner begins to see how math skills and problem-solving are already important in the things he does, he will feel empowered to confront and solve the challenges he encounters. 

Other self-report measures, such as inventories and questionnaires, help students to develop a sense of themselves as learners and future engineers. Asking students to reflect on their learning experiences helps them to see more clearly the connections among the concepts they have learned, as well as the applications of these concepts to new situations. When reflections are combined with portfolios that include samples of students work, they serve as useful tools for assessing individual student achievement and evaluating programs overall. 

Our semantic networks our represent our knowledge structures. The schemata in our semantic netwotic are linked together by way of various associations. These interconnections enable learners to combine ideas, infer, extrapolate or otherwise reason from them. Probably the most universally accepted method of modelling semantic netwoiics is the "active structural networks" [14]. Stmctural networks are composed of nodes (schema) and ordered, labelled relationships (links) connecting them [13]. These networks describe what a learner knows, which provides the foundations for learning new ideas, that is, expanding the learner s semantic network. 

---