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Joseph Donald Novak

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Learning How to Learn 1st Edition

by Joseph D. Novak (Author), D. Bob Gowin (Author), Jane Butler Kahle (Foreword)

4.5 26 ratings

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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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Editorial Reviews

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"...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

Book Description

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

Product details

Publisher ‏ : ‎ Cambridge University Press; 1st edition (September 28, 1984)
Language ‏ : ‎ English
Paperback ‏ : ‎ 216 pages
ISBN-10 ‏ : ‎ 0521319269
ISBN-13 ‏ : ‎ 978-0521319263
Item Weight ‏ : ‎ 9.2 ounces
Dimensions ‏ : ‎ 5.5 x 0.54 x 8.5 inches

Best Sellers Rank: #836,704 in Books (See Top 100 in Books)
- #444 in Popular Developmental Psychology
- #1,269 in Medical Child Psychology
- #1,616 in Popular Child Psychology

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4.5 26 ratings

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John C. Dunbar

5 *'s for researchers, 4 *'s for everyone else

Reviewed in the United States on February 25, 2003

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This is an excellent book for researchers, or anyone in the sciences. But for most people this book will be too difficult. If you would file a book titled "Theory Construction" under Architecture, you would have difficulty with this book.
The author discusses Concept Mapping (Entity Relationship diagrams for computer people) and Vee Diagrams, a template for structuring knowledge on specific concepts.
He shows how these two tools can improve learning in students. His examples start with a science class that uses a laboratory to teach practical skills and scientific method learning to students. For these students, the two tools become important for structuring knowledge and directing future research.
His results show that students need to make learning relevant to their existing knowledge and these tools will help do that. His results show an initial drop off in standardized testing after applying these tools, but then the scores pick back up and exceed standard rote-learning. I would agree with this -- if you're talking about the upper 20 % of the students. But I can't see the class laggards buying into these tools, as they require the student to be in love with their subject. These tools show you how to go deeper and how to find new knowledge.
I would recommend these tools for advanced classes and motivated students. I agree with the author that they will help researchers push back the envelopes of knowledge on their fields of specialization.
The Vee tool forces a template of things to "Think" and "Do" when you are formulating questions on a topic. Although perhaps tedious for some, it appears to work very well. I liked it very much. Students in a science lab can use these templates to decide what questions to research, what tests need to be run, how to know if they are successful, etc.
It is in this scientific area where the big payoff for these Vee charts are. I doubt that John Q. Public is going to find them as a useful tool on everyday learning decisions. For this reason I recommend this book for any type of researcher. The author describes how these Vee Charts have been used successfully by graduate students on their theses.
But John Q. Public can easily apply the Concept Maps. And, the author uses these maps as a tool to interview and assess students. The author also uses them to help develop books, articles and learning materials.
This book would be excellent for someone who has read Kuhn (scientfic revolutions) and wants to find some tools and methodologies for extending knowledge in his field.
I think the author is correct in most of his work. This book is particularly recommended for graduate students doing any kind of research papers.
John Dunbar
Sugar Land, TX

51 people found this helpful

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felipe ventura

Una lectura obligada para maestros

Reviewed in the United States on September 4, 2022

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En este libro se descubre la importancia de dos grande estrategias para construir aprendizaje significativo : los mapas conceptuales y el diagrama Vee de Gowin. Si los creadores de política educativas se apoyarán mucho más en estas dos estrategias nuestro sistema educativo estuviera mucho mejor. Gracias por este gran aporte.

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Outstanding

Reviewed in the United States on November 30, 2014

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I spent several years doing a PhD in organisational theory, but the way people think about science in the social sciences seems to be quite different from how they do in the natural sciences. The V-model finally made me understand what science is all about, and how social science (including ethnography, phenomenology, action research etc) can be understood in the same straight-forward way as the natural sciences, without going into any mumble-jumble about ontology, epistemology and things like that. An outstanding book!!!

4 people found this helpful

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Gerald Landis

Very costly in price but five stars

Reviewed in the United States on November 5, 2017

Verified Purchase

This book was very costly in price.

The contents and ideas in this book are excellent.

I would recommend this book to students, teachers, professors and lifelong scholars.

Certainly five stars should be given to this book.

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Oliver Caviglioli

Learning made visible (pay heed Hattie)

Reviewed in the United States on December 27, 2014

Verified Purchase

Probably the best book on graphic organisers with evidence, theory and practice in equal measure by the originator of the concept map. Novak should be known to all educators. Alas he's now all but forgotten

2 people found this helpful

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Nana A. Bonsu

This book confirms what I always felt was inadequate about ...

Reviewed in the United States on July 26, 2015

Verified Purchase

This book confirms what I always felt was inadequate about the education I received but felt powerless to correct for myself. I wish I had found it earlier when I was a student.

2 people found this helpful

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TonyW63

Received as advertised

Reviewed in the United States on January 1, 2015

As advertised.

Concept Mapping and Vee Diagrams That Led Nowhere

Reviewed in the United States on July 11, 2021

Learning How to Learn” by Joseph D. Novak and D. Bob Gowin; Cambridge University Press; © 1984; 199 pages, softcover.

Before I came to Emporia State University in 1986, Joseph D. Novak (1932–) had taught there from 1957 to 1959 (it was Kansas State Teachers College at that time and was becoming a major science teacher retraining center in the Sputnik era). He went on to train biology teachers at Purdue University (1959 to 1967) and Cornell University (1967 to 1995) before retiring. He published his theory of education for guiding both research and instruction in 1977. However, he is best known for promoting concept mapping which, along with Vee diagrams, makes up the thrust of this book.

Chapter 1 on “Learning About Learning” introduces the “knowledge Vee” along with some good statements on honesty and responsibility in the classroom. However the discussion of metaknowledge and metalearning along with testing of theory and teaching technology did not persist in teacher training classrooms.

“Concept Mapping for Meaningful Learning” is Chapter 2 and is a major thrust of this book. Novak promotes concept mapping as a tool for teachers to both assess the structure of student conceptions before and after an educational experience, as well as an educational application. I dismissed this concept mapping idea very early insofar as it was obvious to me that students working in different languages would map concepts differently. For instance, the character in Chinese for our word in English for “rights” means more what we mean when we speak of “responsibility” and therefore when speaking of animal rights, the concept comes out in Chinese as animal responsibilities, and how can animals have responsibilities. Another most basic difference is the way we name colors, and where we have two words for brown and yellow, the Chinese have one word that varies from lighter (yellow) to darker (brown) and derived as the gradient colors of earth. Thus the way in which students would related concepts in a concept map would be different although the reality and the science are the same.

Chapter 3 describes the Vee “heuristic” for understanding knowledge and knowledge production. And here we have unclear treatment of “knowledge.” You know you are reading a good book or listening to a good lecture when the writer/speaker clearly defines terms up front. If I hand you a book and you neither read the language or if you do read the language, you have no experiences with what it is saying, the book contains information but not knowledge. That need for common experiences to provide common meaning is missing, and it is the very core of teaching. Neither the Vee heuristic detailed here, and the concept mapping before and later, function to replace experiences that underlie meaning.

Chapters 4, 5 and 6 then profess to offer new strategies for planning instruction and for evaluation.

Chapter 7 would seem to move on to a different strategy, using the interview as an evaluation tool, but it turns back around to incorporating concept mapping and Gowin’s Vee analysis.

The final Chapter 8 addresses improving education research. Although written in 1984, they predict without detail the incorporation of computers.

Generally, it is possible to divide science education folks into either content-field focused where labs, fieldwork and hands-on learning are basic and they fit in with science departments, or educationists who are preoccupied with learning methodology and consider the content essentially irrelevant, and they fit in with education schools. Novak's approach is educationist and to some extent based on the assimilation theory of cognitivist David Ausubel.

The primary problem with stressing prior knowledge in learning new concepts is that the infant who has yet to have world experiences or built up language ability can never launch. But yet we all do develop, and that connection with the world, based on common experiences allowing for common communication is the paradigm for teaching. Therefore, Ausubel’s premise that “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly” fails to account for any of our earliest learning and constructs an erroneous methodology, similar to the fad of teaching to students' prior misconceptions. From 2021 looking back, this trend of constructivism had failed and been eclipsed as much by digital diversions as by failure to improve teaching.

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