The Value and Purpose of Connections
The best form of learning takes place when learners are presented with lessons that have a purpose. Effective lessons enable them to make connections between subjects and the real world. Learners with different styles absorb information according to their learning preferences. Making connections is a process that takes place at the individual level. So, educationists must plan learning strategies according to the preferences of learners. The following article discusses the central role of mathematical learning and individual preferences in making connections, with a detailed explanation of kinesthetic perception from recent research evidence.
Mathematical Connections Help Connect with Science and Other Subjects
Scientists have explored the role of making connections in deep learning mathematical concepts. Making connections is the first step to memorizing ideas. The next step is to apply these ideas and solve problems. Research evidence indicates that making mathematical connections is particularly important. It assists in understanding connections between math, science, and other subjects. Not being able to make meaningful mathematical connections means sub-optimal learning quality. Moreover, it adversely affects their learning achievement.
The Ability to Make Mathematical Connections May Depend on Learning Styles
Researchers say that making connections depends on the learning style of students. This process reflects the way learners “engage their senses” in the learning process. Researchers arrived at interesting conclusions by grouping students based on their learning styles. They found that the visual learning style had the highest mathematical connection ability. Kinesthetic and auditory learners followed visual learners. Kinesthetic learners were observed to think as they were doing something. This may explain what made them less careful while solving problems. Kinesthetic learners were also less careful while answering questions. They also gave incomplete responses when asked to write problem-solving steps systematically.
Examples of Learning Strategies for Kinesthetic Learners
Body Movement to Learn Quadratic Equations, Polynomial Functions, and More
Irvine quotes the words of Benjamin Franklin, “Tell me and I forget, teach me and I may remember, involve me and I learn”. Franklin’s words stress the value of doing to learn. 90% retention is achieved by seeing, hearing, and doing (according to research evidence). He states that moving around in the class ensures better learning experiences. He explains an example of connecting quadratic equations to body movements. Shifting the position of hands and legs made students imagine themselves as quadratic equations. In effect, they could retain the different equations such as y = x2 or y = -x2–2 much better. The same strategy can achieve success with modeling polynomial functions. Likewise, students may stand in a specific arrangement and hold yarn to show the normal distribution shape. This helps them to visualize the shape of the normal distribution.
Kinesthetic Style Anatomical Learning with Art and Crochet
Hernandez and Vasan found that 20% of the students enrolled in medical science are kinesthetic learners. Medical science education is currently delivered using live models and computer-assisted technology. This is seldom useful to kinesthetic learners. One such learner worked with the art of Andreas Vesalius’ illustrated anatomical textbook and drawings of Da Vinci. These illustrations assisted one learner who created mental 3D models after dissection. The learner reproduced these models in the form of art and crochet.
Using Socio-Scientific Issues in Science Classrooms to Make Real-World Connections
Lodico took the 5E model a step further for science students. His work adds to the growing theories for STEM engagement and comprehension. He took the idea of tinkering with materials as a way to foster innovation and creativity. Lodico explored several research studies about student engagement in learning by doing. One study indicated that these experiences helped students develop initiative and understanding. They acquired a high level of “social scaffolding” as they sought help from one or more groups. They were never bored and completed all tasks successfully.
5E learning model encourages students to “engage, explore, explain, elaborate, and evaluate”. Lodico proposed the use of socio-scientific issues that are controversial and motivate students. These issues also tapped into the curiosity of students. One way to foster this form of learning is to use a historical theory for a concept. This theory is then evaluated and compared to recent research evidence.
Lodico presented several lesson plans. One such plan was a baking activity. Its purpose was to motivate students to think about how DNA function relates to protein. The baking activity leads to several questions. First, why did bad cakes representing genetic mutations turned out that way? Further, why do we not throw bad cakes or humans with genetic disorders? In this way, students learn about the impact a scientific phenomenon has on society.
Lodico presents similar activities indicating the need to move beyond traditional teaching methods. This transition explains the need to retain the interest and attention of students. He suggests the use of kinesthetic learning and multimodal techniques. He also upholds the use of place-based learning. Further, socio-scientific issues make learning relevant to the real world.
Concluding Thoughts
Purpose and connections make learning activities meaningful. The underlying preferences of learners must be incorporated into learning experiences as it promotes their engagement and assists in understanding complex concepts using a simple approach. Relatedness of subjects to the learning process must be imbibed into the process to help with retention and making connections with the real world.
