Significance of meaningful learning
In meaningful learning, there is the requirement for relevant information to accomplish the goals using the dimensions of thinking. Jensen explains that the students can apply the strategies in various activities involving decision making, solving problems, and conducting an experiment.
Knowledge background
The background knowledge on a related topic to be learned assists the learners in reading the text despite the presentation of information in terms of being specific or general. The background knowledge applies to instructions that are case-based in order to develop students’ ability to assemble and incorporate different sources of knowledge.
Levels of processing
The level of processing involves frameworks related to stimulus information processing at multiple levels in the brain. The deeper processing increases the chance of information remembrance. There is a deep level of processing for the information that contains visual images.
Development of neural connections
The connections in the brain modify numerous brain cells through the impact of the incidence processed consciously or unconsciously in the brain. The knowledge obtained by the learner is represented by neurophysiologic correlates.
Relevance
Relevance is at a cellular level involving an existing neuron connecting with a nearby neuron. If the content of the information is irrelevant by lacking understanding, there is no likelihood of making the connection between the neuron. Information becomes personal to the students if they have a deep feeling about it, and then it becomes meaningful.
Activating prior knowledge
Inactivating prior knowledge, the learner establishes a connection of the stored knowledge to the meaning of text through the relationship of a different part of the schema. These parts refer to the “nodes,” slots, or “variables.” Therefore, the learner can remember easily after the schema is activated by prior knowledge.