John Connolly by way of Joseph D. Novak Cornell University and Institute for Human and Machine...
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Transcript of John Connolly by way of Joseph D. Novak Cornell University and Institute for Human and Machine...
John Connollyby way of
Joseph D. Novak
Cornell University andInstitute for Human and Machine
Cognitionwww.ihmc.us
Theory and Rationale UnderlyingConcept Mapping
David Ausubel (1968):
If I had to reduce all of educational psychology to just one principle I would say this: The most important single factor influencing learningis what the learner already knows. Ascertain this and teach him accordingly.*
* Epigraph, Educational Psychology: A cognitive view
Key idea:
Each person must construct her/his own meanings for concepts and propositions from experiences over time, building her/his knowledge structure
New Theory of Learning
Concept:
A perceived regularity in events or objects, or records of events or objects, designated by a label
A Theory of Knowledge
Proposition:
Two or more concepts combined to form a statement about something: a unit of meaning
A Theory of Knowledge
Learning
Denny, a six year old, is asked to draw a map that shows his understanding of 8 common concepts
Concepts:
WaterSolidRiverVaporSteamIceLiquidGasEvaporate
Denny’s knowledge does not include a meaning for vapor
Learning
We can easily teach Denny the meaning of “vapor” and a new concept, “evaporate”, by showing how they relate to his current knowledge.
Concepts:
WaterSolidRiverVaporSteamIceLiquidGasEvaporate
Does the use of concept maps improve
high school student’s performance
on problem solving tests in physics?
Using computers, CmapTools, “expert” concept maps, Internet resources, and guided classroom and field experiences, we can now educate in ways never before possible.
We have had textbooks to help teachers and students learn
Since 1460
Today
A Theory of Education
Meaningful learning underlies the constructive integration of thinking, feeling, and acting leading to empowerment for commitment and responsibility.
J. Novak
A few references
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational Psychology: A Cognitive View (2nd ed.). New York: Holt, Rinehart, and Winston . Reprinted, 1986, New York: Werbel and Peck.
Bransford, J.D., Brown, A.L., and Cocking, R.R (eds.). 1999. How People Learn: Brain, Mind, Experience, and schools. Washingt on, DC: National Academy Press.
Mintzes, J.J., Wandersee, J.H. and Novak, J.D. (1998). Teaching Science for Understanding. San Diego, CA: Academic Press,
Novak, Joseph D. (1998). Learning, Cr eating, and Using Knowledge: Con cept Maps as Facili tative tools in Schools and Corporations . Mawah, NJ: Lawre nce Erlbaum and Associates.
Novak, Joseph D., & D. Bob G owin. 1984. Learning How to Learn. New York and Cambridge, UK: C ambridge University Press. Also in 8 other langua ges.
Novak, J.D. & & Dismas Musonda. 1991 . A twelve-year longitudinal study of science concept learning. American Educational Research Journal 28(1):117 -153.
The Private Universe Project, M. Schneps, Director, (1989). Cambridge, MA: Harvard Smithsonian Ins titute for Astrophysics.
Institute for Human and Machine Cognition: www.ihmc.us