Learning How to Learn (Paperback)

Joseph D. Novak

ISBN 10: 0521319269 / ISBN 13: 9780521319263

Edité par Cambridge University Press, Cambridge, 1984

A propos de cet article

Paperback. 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. The authors argue that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. They developed and describe classroom-tested strategies for helping students to construct alternate meanings and to integrate thinking, feeling, and acting. Anyone improving education will find this useful. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

N° de réf. du vendeur 9780521319263

Détails bibliographiques

• Titre: Learning How to Learn (Paperback)
• Éditeur: Cambridge University Press, Cambridge
• Date de parution: 1984
• Langue: anglais
• ISBN à 10 chiffres: 0521319269
• ISBN à 13 chiffres: 9780521319263
• Reliure: Paperback
• Édition: Edition originale
• État de l'article: new

A propos de ce titre

Synopsis

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.