Learning How to LearnCambridge University Press, 1984 - 199 頁 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. |
內容
Learning about learning | 1 |
The knowledge Vee | 5 |
The four commonplaces of educating | 6 |
Learning and instruction | 7 |
Honestly and responsibility in educating | 9 |
Classroom testing of theory and teaching technology | 12 |
Concept mapping for meaningful learning | 15 |
How to introduce students to concept mapping | 24 |
Theoryladen observation | 117 |
The interview as an evaluation tool | 119 |
Planning an interview | 120 |
Conducting the interview | 128 |
category systems | 133 |
Conceptmapping evaluation | 138 |
Concept propositional analysis CPA | 140 |
Gowins Vee analysis | 143 |
Educational applications of concept mapping | 40 |
The Vee heuristic for understanding knowledge and knowledge production | 55 |
Introducing the Vee to students | 59 |
An example form the social sciences | 67 |
Scoring Vee diagrams | 70 |
The Vee applied to reading material | 72 |
Application of the Vee to instructional planning for laboratory or studio work | 74 |
New strategies for instructional planning | 77 |
An example of curriculum development in science and technology | 83 |
Uses of the Vee in instruction | 88 |
New strategies for evaluation concept mapping | 93 |
Concept mapping as an evaluation tool | 94 |
Scoring concept maps as related to learning theory | 97 |
The use of the Vee for evaluation | 109 |
Using Vee diagrams | 111 |
The Vee as a tool for evaluation in practical settings | 112 |
Using the Vee to assess students understanding of expository materials | 113 |
Thinking and doing | 114 |
Summary | 147 |
Improving educational research | 149 |
Theorydriven research | 151 |
Research proposals | 154 |
Selecting a research problem | 155 |
Creating new educational events | 157 |
Data gathering | 161 |
Record transformation | 166 |
Knowledge claims | 171 |
Value claims | 173 |
Conclusion | 174 |
Appendixes | 175 |
Sample concept maps | 176 |
Sample Vee diagrams | 183 |
Sample forms | 188 |
191 | |
197 | |
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activities and/or answers audio-tutorial Ausubel cepts Chapter classroom cognitive map cognitive structure concept map constructed concept map prepared concept words concepts and propositions construct concept Cornell University creative cross links curriculum data transformation David Ausubel dents educational events educational research epistemological evaluation events or objects example experience Figure focus question framework Gowin Gowin's Vee help students hierarchical human ideas identified illustrate inquiry instruction integrative reconciliation interview Ithaca City Joseph D key concepts knowledge claims laboratory learner learning theory linkages linking words mapping and Vee material meaning meaningful learning metaknowledge metalearning METHODOLOGICAL molecules Novak observations organize overhead projector Piaget principles problem produced recognize records regularities in events relationships relevant concepts rote learning scoring segment strategies Table teaching thinking tion tional tool understanding valid value claims Vee analysis Vee diagrams Vee heuristic Vee map