Learning How To Learn

For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn. This Book Describes Classroom-tested Strategies For Improving Thinking, Feeling And Acting In Students. For Almost A Century, Educational Theory And Practice Have Been Influenced By The View Of Behavioural Psychologists That Learning Is Synonymous With Behavior Change. In This Book, The Authors Argue For The Practical Importance Of An Alternate View, That Learning Is Synonymous With A Change In The Meaning Of Experience. They Develop Their Theory Of The Conceptual Nature Of Knowledge And Describe Classroom-tested Strategies For Helping Students To Construct New And More Powerful Meanings And To Integrate Thinking, Feeling, And Acting. In Their Research, They Have Found Consistently That Standard Educational Practices That Do Not Lead Learners To Grasp The Meaning Of Tasks Usually Fail To Give Them Confidence In Their Abilities. It Is Necessary To Understand Why And How New Information Is Related To What One Already Knows. All Those Concerned With The Improvement Of Education Will Find Something Of Interest In Learning How To Learn. Learning About Learning -- Concept Mapping For Meaningful Learning -- The Vee Heuristic For Understanding Knowledge And Knowledge Production -- New Strategies For Instructional Planning -- New Strategies For Evalution: Concept Mapping -- The Use Of The Vee For Evaluation -- The Interview As An Evaluation Tool -- Improving Educational Research. Joseph D. Novak And D. Bob Gowin. Includes Index. Bibliography: P. 191-196. This eight-chapter book clearly presents a theory of how children learn and, therefore, how teachers and others can help children think about science as well as other topics. Its ideas and techniques may be adopted for preschoolers when objects are conceptually ordered, or for theoretical physicists when findings are conceptually organized. In addition, the book provides evidence that these propositions work, that children can learn how to learn. The eight chapters focus on: (1) the nature of learning about learning; (2) concept mapping for meaningful learning; (3) the Vee heuristic for understanding knowledge and knowledge production; (4) strategies for instructional planning; (5) strategies for using concept mapping and Vee diagramming for planning a total curriculum program as well as specific instructional strategies; (6) the use of the Vee for evaluation; (7) the interview as an evaluation tool; and (8) improving educational research. Appendices include sample concept maps, sample Vee diagrams, and sample forms for using a child in a research project and for application for research privileges. (JN) It is about concept maps and how to create them. A very operative manual on the techniques of concept mapping and functional analysis of scientific documents proposed by two of Ausubel's main disciples.