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Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, by Joseph D. Novak
Get Free Ebook Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, by Joseph D. Novak
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This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram.
The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
- Sales Rank: #553567 in Books
- Published on: 2009-11-26
- Released on: 2010-01-21
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .76" w x 6.00" l, 1.00 pounds
- Binding: Paperback
- 336 pages
About the Author
Joseph D. Novak, Professor Emeritus, Cornell University, Education and Biology, is Senior Research Scientist, Florida Institute for Human & Machine Cognition.
Most helpful customer reviews
4 of 5 people found the following review helpful.
Valuable in many situations
By jring281
Although originally created and consistently lauded for helping kids learn science facts this book has proven valuable many times in helping adult professionals overcome the Will Rogers syndrome 'It's not what you don't know that hurts, it is what you do know --- that ain't so!' Time and again professional adults have been quite certain about their understanding of a situation only to founder in a matter of minutes when attempting to express themselves in the concept map discipline. More importantly when two or more people agree to communicate with concept maps dialogue occurs!
The combination of the CMap software and the book's usage rationale and examples creates a learning environment that has served many situations quite well.
My only disappointment is that the author did not choose the title Learning, Using and Creating Knowledge so that it could truly bring LUCK to all who read it.
1 of 1 people found the following review helpful.
Concept Mapping’s Origins, Rationale, Theory, and Application
By Fred Cheyunski
This book provides extensive context, background on concept maps, their place in learning and knowledge discovery.
It describes how concept maps emerged from educational research in the early 1970’s to make records of what children know. It relates how interviews with children and the identification of concept words and propositions led to the development of concept maps as a means of showing key ideas and their relationships via diagrammatic representation (e.g. think of bubble charts with arrows indicating how different elements are related to one another).
The book explains how concept maps are a good way for teachers to organize knowledge for instruction. It conveys ways such maps are a helpful means for students to find key concepts and principles in lectures, reading and instructional materials. This work also relates concept mapping as a useful approach for companies in representing what they do, how their product/services work, and in making enhancements.
This story unfolds through the respective chapters including (1) an overview of the book, (2) the need for a theory of education, (3) meaningful learning for empowerment, (4) construction of new meanings, (5) Ausubel’s assimilation learning theory, (6) the nature of knowledge and how humans create knowledge, (7) the effective teacher/manager, (8) the context for education/management, (9) evaluation and rewards, and (10) improving education in schools and corporations. Throughout the book, many charts, diagrams, figures and examples help inform the text. In fact, concept maps appear at various points to explain the book and it various aspects. In addition, there are appendices that offer “how to” steps.
As I read more about concept mapping, I was stuck by parallels of this approach with that of the one introduced by Peter Ramus in the 16th century. The Ramus visual learning approach went viral at that time and had a major impact on education and learning (see my review on Walter Ong’s classic book on the subject). Further examination of these parallels could be most interesting and useful in understanding these methods and their effects.
Novak’s book gives an extensive treatment of concept mapping’s origins, rationale, related theory, with some application examples. For a summary of this background as well as more on application also see “Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge” by Brian Moon, Robert Hoffman and Novak.
0 of 0 people found the following review helpful.
Great service
By Rachel N Ellis
Book meeting needs. Great service
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