Download Teaching Science for Understanding: A Human Constructivist by Joel J. Mintzes, James H. Wandersee, Joseph D. Novak PDF

By Joel J. Mintzes, James H. Wandersee, Joseph D. Novak

Technology schooling has gone through a revolution in recent times, transferring its emphasis from breadth and memorization to intensity and figuring out. educating technological know-how for figuring out starts off with an summary of the adjustments in technological know-how schooling. It then provides a overview of every significant tutorial method, information regarding the way it is healthier used, and the effectiveness of the recommendations for knowing and retention of knowledge. The ebook provides the most concepts used to accomplish this intensity of figuring out, together with using machine simulations, small laboratories, and magazine writing, and it discusses easy methods to use every one process on the basic, secondary, and school point. * provides an outline of alterations in technological know-how schooling * Discusses either educating and studying suggestions for larger figuring out* Covers concepts to be used at easy, secondary, and school degrees of training* experiences really expert educating tools together with machine simulations, small labs, and magazine writing

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Additional info for Teaching Science for Understanding: A Human Constructivist View (Educational Psychology)

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These data strongly support the theoretical foundations for the study, namely that when powerful anchoring concepts are learned early in an educational program (Ausubel calls these "subsuming concepts"), they should provide a foundation for facilitation of later learning. Obviously this occurred. Since the instructed and uninstructed samples (by Grade 12) did not differ significantly in ability as suggested by grade-point averages and SAT scores (Novak & Musonda, 1991), the only factor that could account for the differences observed was the power of the early audiotutorial science lessons.

In 20 years of teaching this course, I never had a single student who completed the course who failed to gain skill and confidence in their ability to learn meaningfully. Some admitted they would continue to learn by rote in some courses--courses that were poorly taught or courses that held little interest for them. " The sorry fact is that Cornell University students are among the very best high school graduates. And yet, most of them have done most of their previous learning largely by rote. Studies of student learning approaches in this country and abroad have shown that similar patterns prevail in other countries (see Chapter 5).

Some of the preliminary findings were that even experienced researchers in the group had only a sketchy knowledge of the overall intellectual activities of the group. Concept maps and Vee diagrams helped the group see where individual projects contributed to broader research questions. Some of the researchers evidenced little knowledge of, or interest in, epistemological issues. A preliminary report on this work has been published (Novak & Iuli, 1995). I began a revision of A Theory of Education during my sabbatical in 19871988, but pressures of other work required that I set this aside.

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