Experiencing Meaningful Learning in Ecology (EMLE)

By Carmina Villariba Tolentino.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In our changing society, students need to practice using a variety of skills and strategies. Students, as Slater (1997) accounts, “need to acquire knowledge, to interpret and communicate their information, and to solve problems and make decisions. In doing all of these, students require a wide range of critical and creative thinking skills, and strategies which they can apply to a variety of situations.” More so, “teachers expect students to self-regulate and define their own learning goals, and evaluate their own achievement. And then, one can say that they understood what they learned.” (Michael, 2001) The findings of the study suggest that experiencing meaningful learning in ecology through portfolio development could possibly be applied by science or non-science teachers for students at all levels, and by schools and universities that are in need of an alternative assessment that supports constructivism. Preservice teachers gained interest in the project and in the generation of portfolios while choosing artifacts that demonstrated skills and exhibited personality through careful planning and conceptualizing, gained values, made connections, and positively transformed themselves after portfolio development.

Keywords: Meaningful Learning, Portfolio Development, Preservice Teachers, Ecology

International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 4, pp.227-240. Article: Print (Spiral Bound). Article: Electronic (PDF File; 977.008KB).

Dr. Carmina Villariba Tolentino

Executive Director, Center for Training and Development, Office of International Linkages, Manuel S. Enverga University Foundation, Lucena City, Philippines

I have been an educator for 15 years and an administrator for 8 years. For me, teaching is both a vocation and passion. Learning is not the only thing that I expect my students to achieve, but also for them to experience meaningful learning in all aspects of life. My dissertation is about experiencing meaningful learning, but some of my research is also on environmental and biodiversity conservation. As executive director in my university, I coordinate the development and delivery of in-service trainings for 400 faculty members at the main campus and affiliate schools; evaluate and assess professional growth for all academic staff; and tap and develop master mentors who can become trainers in specific fields of teaching. Presenting my papers at international and local conferences helps me hone my teaching and learn in a meaningful way.

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