Rote learning

Rote learning in an Egyptian literacy classroom shows many of the features of ritual language. Ritual is used to maintain social order and continuity, and the performative nature of text production is dominant to its communicative function. The performance pedagogy of this classroom is analysed as a sequence of framing, modelling, practice, performance, and evaluation. Evaluation of learning is thus based on a correct performance rather than on interpretation, comprehension or expression.

Despite the continuous efforts of educationists and policy-makers to customise the existing culture of learning according to universal standards, the verity of Indian classrooms at the primary level has been less convincing, particularly in second-language learning and teaching. The central objective of this article is to analyse and correlate the superficially scattered factors which play a significant role in determining the culture of learning for English as a second language in India. The article examines the status of English among Indian languages and the pertinent reasons which make English the most sought-after medium of instruction in the entire nation. Another factor evaluated is the changing identity of English in India. Further, this article examines the impact of status and identity of English on the English language teachers and the pedagogical activities happening inside classrooms.

Even uniquely Asian originals - in name, theory, and practice - can only achieve global recognition and credentials - like Confucianism, Taoism, and Buddhism - if those traditions are studied and understood by the West, e. g. recognized by leading Western scholars; and it is still the case, as a general rule, that Asians who want to study their own cultures, must do so in the United States or Europe simply because it's in the West where they will find all the theories.

Various techniques have been introduced among educators to relate concepts to application, from inductive learning, discovery learning, and student-centred learning (SCL). Mathematics has always been taught the traditional way teacher is the main person to teach through lectures and activities, with students mostly in the passive receiver mode (ONeill & Mc Mahon, 2005). Students in Malaysia are very exam-oriented and adamant to the end grade, the score they must achieve to secure a good Grade Point Average through memorising and regurgitating facts. Those who dislike mathematics have to undergo remedial sessions and repeat the course, yet still only manage a low passing grade. This study explored the effects of the student-centred learning (SCL) approach in Mathematics on learning skills among pre-university students and teachers; and their perceptions of the SCL technique in the course. Through a quantitative approach and interviews with the selected samples, the data was analysed ...

This paper argues that the values and practices of lifelong learning are well accepted in Japanese society. Nevertheless, lifelong learning has not so far been successful in building a strong learning ethic that teaches creativity and includes everyone. The current state of lifelong learning in Japan is described and divisions between formal and non-formal schooling discussed. The author expounds a potential for a new learning system in which the school, the home and the community are united as a single, harmonious unit.

Generating similar questions isn’t difficult: What if consumption of fresh water were limited to two gallons per person per day? What if everyone, no exceptions, had to serve one year of public service after high school? What if a reliable pocket-size voice stress analyzer indicating when someone isn’t telling the truth cost just $10? What if global warming raised the average temperature in the area in which you live by 4°F?

— In Indonesia, trigonometry is one of the topics that has been taught in senior high school level which contains a lot of formulas and concepts that have to be understood by the students. This number of formulas and concepts could be a cognitive burden for them, especially when the learning process does not involves them actively. So that, it will emerge a tendency for the pupils to learn the formulas by rote. As a teacher, we cannot take it for granted since this learning process will become meaningless. Therefore, Guided Discovery teaching method is considered to be needed as one of the alternative solutions to reduce the tendency of rote-learning behavior, since this method enables the teacher to engage students into a learning process of finding trigonometry formulas through reinvention steps provided by this method. In addition, this method require students' prior knowledge along the reinvention process, so that the learning process becomes more meaningful. The purpose of this article is to describe the implementation steps of Guided Discovery method in trigonometry learning process to minimize students' rote-learning behavior. The method used in this paper is literature review. This paper will explain the theories of Guided Discovery, rote-learning behavior, and how the method will minimize the learning behavior.

Whether abandoning her sister's book on the riverbank or discarding "Jabberwocky " in a state of confusion, Alice's adventures in Wonderland and Through the Looking-Glass begin when reading ends. Yet Carroll's attitude towards the activity of reading was considerably more nuanced than his best-known works initially suggest. His writings on the subject betray an unmistakable emphasis on systematic perusal and the mechanics of textual storage and retrieval, the dual processes through which books are preserved in memory. These fixations emerge in fin-de-siècle musings on reading located in " Feeding the Mind " (1884), Symbolic Logic (1896), and the understudied Sylvie and Bruno books (1889, 1893), which combine a taxonomic interest in the strategies through which books may be lengthened, condensed, or multiplied with a surprisingly intent exploration of the moral and spiritual benefits of reading. This essay examines two potentially oppositional modes of textual engagement in Carroll's late writings: resolute perusal designed to acquire information securely, with minimum wasted effort or time, and a comparatively meditative practice in which works are scanned or rehearsed perpetually, whether to reify their contents or withstand " anxious " and " unholy " thoughts. Carroll's preoccupations with the material and conceptual density of books and the time available in which to read them manifest themselves in the unique form and thematic scope of Sylvie and Bruno and its sequel, which this essay reads as a Borgesian " total book".

The impact or sense of text translated into a different worldview must be transformed to engage its new cultural context. An understanding of why and how this happens is vital for the globalising church to get away from a uni-central model of theological truth rooted in economic dependency on the hegemony of Western English. This article portrays inter-cultural translation in vivid ways using Scriptural example to show how some current models of translation depend for their success on either direct divine revelation or magic. This article advocates Christian discipleship at depth through inter-cultural missionary engagement rooted in local languages and resources.

A series of neural network simulations investigated
whether the original Ebbinghaus’ German non-sense syllables
would be activated and processed in their raw format, or needed association with a preceding neighboring item to be best remembered. The ‘predictive’ autoassociative network was unable to reduce the error rate below .50, and node activation in the Hinton diagram appeared to be random. Adding a hidden layer and recurrent loops did not improve network performance, it worsened it. In contrast, the ‘reproductive’ model successfully learned the syllables in 200 sweeps, with the error rate reduced to about .10. The network could also produce the syllables with zero input (rote learning), and the learning success stayed intact with input of further syllable lists (learning transfer). The Hinton diagram showed a clear co-activation for each input and output node. Hence, the chaining hypothesis could be confirmed as a sequential neural activation, but not as a sequential neural association. Much reduced learning in this network with added hidden layers showed that syllables were better learnt by heart in their raw format, without further transformation. In addition, the network was run with a graphic code encryption of input rather than an auditory code, which worked in the same way, although with attenuated activations. The Hinton diagrams suggested that the network production heuristic was ‘one after the next’. It is concluded that the unmediated nature of rote learning lends these kinds of memories an authentic, durable and reliable quality that makes useful raw data to be integrated into higher cognition. The difference to Ebbinghaus’ associationist account was that there appeared to be no strategy to create associations between items, but rather a clear focus on the creation of an organized script for item production.

Abstract: The English Language Growth (ELG) Project was conducted in five Australian universities in 2008-09 to address the on-going English language development of international students from non-English speaking backgrounds. Using an online survey inviting both qualitative and quantitative responses, 798 international students provided a rich source of data. Students provided information on their attitudes, motivation and beliefs about language learning, their strategies for improving their language skills, and their ...

The Kingdom of Saudi Arabia (KSA) considers education a top priority, and more emphasis has been placed on this following the 2016 announcement of Saudi Vision 2030. Since then, the country has witnessed several economic and social changes. As a result, the Kingdom has initiated a plan to invest in human capital through education to diversify its economy and increase employment. This includes educational reform with regard to primary and secondary education geared toward preparing students for higher education and the workplace. However, several factors may hinder the successful execution of this plan. This report will provide insights into factors such as cultural dimensions, learning profiles, the English language proficiency gap, and information on borrowing educational models from the West. It will also include some suggestions and recommendations to enhance teacher education programmes so that positive educational reform may be achieved effectively.

The Kingdom of Saudi Arabia (KSA) considers education a top priority, and more emphasis has been placed on this following the 2016 announcement of Saudi Vision 2030. Since then, the country has witnessed several economic and social changes. As a result, the Kingdom has initiated a plan to invest in human capital through education to diversify its economy and increase employment. This includes educational reform with regard to primary and secondary education geared toward preparing students for higher education and the workplace. However, several factors may hinder the successful execution of this plan. This report will provide insights into factors such as cultural dimensions, learning profiles, the English language proficiency gap, and information on borrowing educational models from the West. It will also include some suggestions and recommendations to enhance teacher education programmes so that positive educational reform may be achieved effectively.

The purpose of this study was to investigate prospective mathematics teachers’ knowledge of common conceptions and misconceptions that sixth and seventh grade students had about multiplication of fractions. In addition, prospective teachers’ knowledge of the sources of these misconceptions and strategies they knew to overcome these misconceptions was examined. Data were collected from 17 Turkish prospective teachers at the end

A survey was conducted to study the preferred learning strategies;
that is, surface learning or deep learning of undergraduate and
graduate male and female students and the impact of the preferred
strategy on their academic performance. Both learning strategies
help university students to get good scores in their examinations to
meet the demands of industry in workforce. Quantitative research
method was used to determine the impact of learning strategy on
academic achievements. The R-SPQ2F questionnaire was sent
to 103 students through Google forms and hard copies through
snowball sampling technique. The results show that rote learning
and academic performance are inversely related to each other. In
high achievers, deep learning is significant as compared to low
achievers. Furthermore, comparative analysis of learning styles
on males and females showed that both preferred deep learning
strategy equally. Learning strategy is not related to education level
of students because there is no difference among preferred learning
strategies of graduate and undergraduate students.

El aula es un espacio de comunicación entre la mente del docente (experto) y las mentes de los alumnos (novatos). En este contexto, el modelo de aprendizaje cognitivo consciente (MACCS) permite la reinterpretación y resignificación tanto de procedimientos de enseñanza como de procesos de aprendizaje.En el presente trabajo, se analizan aspectos semánticos y sintácticos de los lenguajes como obstáculos para las habilidades comuncacionales en el aula. Asimismo, cuestionamos, desde fundamentos epistemológicos, acciones didácticas tradicionales como las de indagar ideas previas, generar conflictos cognitivos y promover el cambio conceptual, proponiendo alternativas fundamentadas en el MACCS.

Title Page Not included in page count. Title: Using model-tracing to conduct performance assessment of students' inquiry skills within a microworld. Background / Context: Description of prior research and its intellectual context. The National frameworks for science emphasize inquiry skills (NRC, 1996), however, in typical classroom practice, science learning often focuses on rote learning in part because science process skills are difficult to assess (Fadel, Honey, & Pasnick, 2007) and rote knowledge is prioritized on high-stakes tests. Short answer assessments of inquiry have been used however, these are seldom used in schools because of difficulty with reliable administration and the resulting high cost. The Science Assistments project (www.scienceassistments.org) has developed a rigorous, technology-based learning environment that assists and assesses (hence, " assistments) middle school students in Earth, Life, and Physical Science so that teachers can assess their stu...

The shift from teacher-based classroom to student-based learning has been accelerated by the concept of learner autonomy, putting students in charge of their own learning while reducing the role of the teacher to that of a facilitator. In the Saudi Arabian context of this research, the traditional rote learning in teacher-controlled classrooms still continues, which is no longer sustainable at a time when the world is heading into a new horizon. In this respect, this study was designed to assess the readiness of the Saudi university students on a preparatory English program to partake in autonomous learning of English as a foreign language. 121 students were polled with questionnaires on their perceptions of responsibilities, abilities, motivation, and self-directed activities inside and outside the classroom for independent learning of English. The results show a discrepancy between adequate motivation level accompanied by high confidence in abilities, and, lack of voluntary learning activities coupled with reluctance to take up responsibility for own learning. This may be attributable to students' over-reliance on teachers and the spoon feeding habit. In addition to student questionnaires, 10 teachers were interviewed on their perception of where their students stand in relation to autonomous learning of English. The results of the teacher interviews indicate a cautious optimism: Teachers believe that, although learner autonomy is hard to achieve against the backdrop of a rote learning tradition; a gradual transition to learner autonomy would still be possible if administrative restrictions were removed and students were properly trained. Two main practical implications resulted from the study: necessity for learner training and the need to design a curriculum that supports learner autonomy. Due to some limitations of the study, further research is suggested to investigate the problem.

This study investigated the retention of meaningful understanding of the biological topics of meiosis, the Punnett square method and the relations between these two topics. This study also explored the predictive influence of students' general tendency to learn meaningfully or by rote (meaningful learning orientation), prior knowledge of meiosis, instructional treatment (students told relations between concepts, students asked to construct relations themselves) and all interactions of these variables on the retention of meaningful understanding of the topics. A 50-item Likert instrument taken by the students and teacher ratings of their students' approach to learning (meaningful, rote) were used in combination as a measure of students' meaningful learning orientation. The mental model technique was used to assess students' meaningful-level and rote-level understandings of the topics. Students were given a pre-test mental model on meiosis (prior knowledge variable) an...

A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.