出版社：Institute for Operations Research and the Management Sciences
摘要：This paper examines how Novak's concept (Novak, J. D. 1998. Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Lawrence Erlbaum, Mahwah, NJ) of “meaningful learning” can help teachers using an “experiential” approach to teaching problem structuring methods (PSMs) help students acquire an understanding of how these methods might aid group decision making. Experiential learning is seen as a necessary foundation for the building of a student's understanding of PSMs if they are to fully appreciate the potential of the techniques. It is argued that if the affective mode of functioning (relating to moods, feelings, and attitudes) is triggered, the student is more likely to choose to engage in meaningful learning, and thereby gain an enhanced appreciation of how the methods work. An example of a causal mapping workshop is evaluated, with the findings, although limited in their validity for generalisation, pointing to a clear and direct positive link between meaningful learning and understanding by the learner.
