Learning How to Learn (Paperback)

Joseph D. Novak

ISBN 10: 0521319269 / ISBN 13: 9780521319263

Published by Cambridge University Press, Cambridge, 1984

About this Item

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 UK warehouse or from our Australian or US warehouses, depending on stock availability.

Seller Inventory # 9780521319263

Bibliographic Details

• Title: Learning How to Learn (Paperback)
• Publisher: Cambridge University Press, Cambridge
• Publication Date: 1984
• Language: English
• ISBN 10: 0521319269
• ISBN 13: 9780521319263
• Binding: Paperback
• Edition: 1st Edition
• Condition: new

About this title

Synopsis

This book describes classroom-tested strategies for improving thinking, feeling and acting in students.

Review

"...a valuable resource for educators and researchers who wish to make learning more meaningful and research more productive." The Science Teacher

"The authors discuss the need to integrate feeling with knowing and acting if experience is to have meaning, and how their views require changes in teachers, curriculum, and school governance." The Education Digest