Learning How to Learn

Nonfiction, Health & Well Being, Psychology, Developmental Psychology, Child & Adolescent, Child Development
Cover of the book Learning How to Learn by Joseph D. Novak, D. Bob Gowin, Cambridge University Press
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Author: Joseph D. Novak, D. Bob Gowin ISBN: 9781107263574
Publisher: Cambridge University Press Publication: September 28, 1984
Imprint: Cambridge University Press Language: English
Author: Joseph D. Novak, D. Bob Gowin
ISBN: 9781107263574
Publisher: Cambridge University Press
Publication: September 28, 1984
Imprint: Cambridge University Press
Language: English

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.

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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.

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