Middle School Students' Understanding of Meaningful Learning and Engaging Classroom Activities

Abstract

This study centers on middle school (grades 4–8) children's perceptions of the conditions that foster their meaningful engagement in classroom learning. The students described classroom environments in which students are active, both mentally and physically, in instructional activities that are meaningful, varied, interesting, and that involve group learning. Interesting and varied tasks were contrasted favorably with routines that discourage their motivation to learn and participate. These students' perceptions provide concrete, substantive, and sophisticated corroboration for research on effective teaching practices.