AUSUBEL-NOVAK-HANESIAN 1983 PDF

We'd like to understand how you use our websites in order to improve them. Register your interest. This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction. The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients and teachers to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed. The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains.

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We'd like to understand how you use our websites in order to improve them. Register your interest. This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction.

The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients and teachers to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed.

The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains.

This is a preview of subscription content, log in to check access. Rent this article via DeepDyve. Alvarez, M. Vee diagrams: helping students understand the structure of knowledge. Washington, DC. Concept maps and Vee diagrams: a visual representation of children's thinking.

Ault, C. Concept mapping as a study strategy in earth science. Google Scholar. Constructing Vee maps for clinical interviews on molecule concepts.

Science Education, 68 4 , — Ausubel, D. The psychology of meaningful verbal learning. New York: Grune and Stratton. Educational psychology: a cognitive view. New York: Holt, Rinehart and Winston. Educational psychology: a cognitive view Second Edition. New York: Holt, Rinehart, and Winston. New York: Warbel and Peck reprinted. Bar-Lavie, B. Enhancing meaningful learning in an environmental education program: a case study of a class empowered through the use of Novak's and Gowin's principles of leaming how to learn, concept mapping, interviewing and educating.

Ithaca, NY. Dissertation, Department of Education, Cornell University. Barenholz, H. The design, implementation and evaluation of a microbiology course with special reference to misconceptions and concept maps. Novak Ed. I: 32— Belenky, M. Best, R. We all got scares. Bloomington, Indiana: Indiana University Press. Bogden, C. The use of concept mapping as a possible strategy for instructional design and evaluation in college genetics.

Brown, H. Chicago: University of Chicago Press. Buchweitz, B. An epistemological analysis of curriculum and an assessment of concept learning in physics laboratory. Ithaca, NY: Unpublished Ph. Cardemone, P. Concept mapping: a technique of analyzing a discipline and its use in the curriculum and instruction in a portion of a college level mathematics skills course.

Thesis, Department of Education, Comell University. Chen, H. Relevance of Gowin's structure of knowledge and Ausubel's learning theory to a method for improving physics laboratory instructions. Thesis, Department of Education, Cornell University. Cliburn, J. Systematic expository science teaching with concept maps. Cincinnati, OH. Donaldson, M. Children's minds. New York: W. Norton Publishing. Edmondson, K. College students' conceptions of their responsibilities for learning.

Feldsine, J. Fisher, K. Elaboration of cognitive knowledge of biology from childhood to adulthood monograph. Flavell, J. Cognitive development Second Edition. General Accounting Office New directions for federal programs to aid mathematics and science teaching. Gowin, D. Halliday, D. New York: John Wiley and Sons. Helm, H. Proceedings of the international seminar on misconceptions in science and mathematics conference. Hoz, R. Dimensions of teachers' knowledge structures and their identification by concept mapping.

Johnson-Laird, P. Mental models. Kelley, G. The psychology of personal constructs , Vol. Kitchener, R. Piaget's theory of knowledge.

New Haven: Yale University Press. Kuhn, T. The structure of scientific revolutions. Lehman, J. Concept mapping, Vee mapping, and achievement: results of a field study with black high school students.

Journal of Research in Science Teaching, 22 7 , — Levandowski, C. Epistemology of a physics laboratory on electricity and magnetism. Loehr, R. Land application of wastes , Volumes I and II.

New York: Van Nostrand Reinhold. Macnamara, J. Names for things: a study of human learning. Matthews, G. Philosophy and the young child. Mayer, R. The promise of cognitive psychology. San Francisco: W. What have we learned about increasing the meaningfulness of science prose? Science Education, 67 2 , —

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Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning

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Psicologia Educativa by Ausubel David

From this and other texts I outline the main features of his pedagogical discourse from a didactic standpoint. Then, I see it in relation to the problem of constituting pedagogy of development. His debts with, and tributes to, his metropolitan referents are referred to as well. From this perspective, the thought of Letelier is considered as a way of resistance to think more authentic sociocultural configurations of the didactic event than those in the existing contemporary theoretical consensus of object centered didactics.

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