An Alternative to Piagetian Psychology for Science and Mathematics Education

Novak, Joseph D.

doi:10.1080/03057267808559855

Cited by 45 publications

(13 citation statements)

References 39 publications

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“…Other discussions focus on the network of relationships among concepts (Anderson, 1980;Novak & Gowin, 1984). Novak (1977) defines concepts as "inventions of man used to describe observed regularities in events" (p. 87). Novak goes on to say that to leam a concept the learner must see the meaning in the regularity o f the events.…”

Section: Chapter Two Review Of the Literature Theoretical Foundationsmentioning

confidence: 99%

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

Chularut

DeBacker

2004

Contemporary Educational Psychology

175

112

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This manuscript has been reproduced from the microfilm m aster. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of com puter printer.The quality of th is reproduction is dependent upon th e quality of th e c o p y subm itted. Broken or indistinct print colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignm ent can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.

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Section: Chapter Two Review Of the Literature Theoretical Foundationsmentioning

confidence: 99%

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

Chularut

DeBacker

2004

Contemporary Educational Psychology

175

112

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“…Following Ausubel et al [5], learning can range from rote learning to meaningful learning. Teaching can also be differentiated along a second dimension, Novak [6]. That is, the learning can be reception learning or autonomous discovery learning, with a mid range of guided discovery learning.…”

Section: Teaching Methodsmentioning

confidence: 99%

Is business education a waste of time and effort?

Draper

1983

The Vocational Aspect of Education

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This article starts from the premise that since it is very difficult to determine what the objectives of business education might be. The case is argued that much of business education can in fact achieve very little in terms of those objectives (even when stated) and can sometimes do harm.A change of emphasis is advised, which is intended to represent an advance in both the relevance and the educational content of business education.

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“…Several researchers claim that those who solve an unfamiliar variation of a known type of problem rely on conceptual knowledge rather than on a rote execution of the solving procedure (Greeno, 1978;Novak, 1977b;Novak, Gowin, & Johansen, 1983;Wertheimer, 1959). Thus, for this study, the solving procedures presumably would be linked to the solvers' conceptual knowledge.…”

Section: The Problem Condition Has Been Widelymentioning

confidence: 99%

Red Onions, Elodea, or Decalcified Chicken Eggs? Selecting & Sequencing Representations for Teaching Diffusion & Osmosis

Lankford

Friedrichsen

2012

The American Biology Teacher

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This study focused on the knowledge of six outstanding science students who solved an osmosis problem meaningfully. That is, they used appropriate and substantially accurate conceptual knowledge to generate an answer. Three generated a correct answer; three, an incorrect answer. This paper identifies both the accurate ana inaccurate conceptions about osmosis of each correct and incorrect solver. The investigation consisted of a presolving clinical interview, think-aloud solving of the problem, and retrospective report of the solving. Of the 12 accurate conceptions identified here, 2 were especially important in enabling these solvers to generate a correct answer. Of the eight inaccurate conceptions, either of two blocked a correct answer. Four, however, accompanied (and could therefore be concealed by) a correct answer. Teachers could use this information to make a meaningful solving of this problem accessible to more students and to identify more effectively students' inaccurate conceptions about osmosis. (Contains 23 references.) (Author) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** That is, they used appropriate and substantially accurate conceptual knowledge to generate an answer.

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An Alternative to Piagetian Psychology for Science and Mathematics Education

Cited by 45 publications

References 39 publications

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

Is business education a waste of time and effort?

Red Onions, Elodea, or Decalcified Chicken Eggs? Selecting & Sequencing Representations for Teaching Diffusion & Osmosis

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