Making meaning is the core principle in learning, on which all other principles build. Consequently, a lot has been said in education about how meaning making looks like in the classroom, what is meaningful learning, deep processing, transferable knowledge and how to achieve them. And yet it is also an elusive concept: the operational definition of ‘meaning’ is nontrivial and occasionally the importance of meaning is shadowed by other (also important) concepts in learning.
I wish to share here my operational conceptualization of ‘meaning making’, then highlight two instances where meaning is sometimes shadowed: when discussing Cognitive Load and Retrieval Practice, and altogether make the case for why we should consider meaning first.
Processing information meaningfully is known as the key factor to remembering learned information for the long-term, as was formulated by Craik and Lockhart (1972) in the …
View original post here