The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations
Abstract
For more than half a century, my students and I have sought to understand why some learners acquire a deep, meaningful understanding of materials studied, whereas others have only a superficial grasp of the information presented. Often the latter kind of student had high school grades and high standardized test scores. What appeared to underlie the differences in these two groups of students was the differences in the way they approached learning of subject matter. Unfortunately, as a graduate student at the University of Minnesota in the 1950’s, the only learning psychology taught was behavioral psychology, and this largely sought to remove meaning from learning experiments, either by using animals, nonsense syllables, paired-word associations, or other material that would not “contaminate” experiments due to the almost idiosyncratic nature of leaner’s meanings of concepts or ideas. I thought then that behavioral psychology had essentially no relevance to human learning of the kind I was interested in. Fortunately for our research group, Ausubel’s assimilation theory of meaningful learning was published in 1963, and this provided a solid theoretical foundation for the work we were interested in doing.
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Cites
The Structure of Scientific Revolutions
Kuhn, T. S., & Schlegel, R. (1963) · Physics Today · doi:10.1063/1.3050879 · Cited by 35,538
Novak, J. D., Gowin, D. B., & Kahle, J. B. (1984) · doi:10.1017/cbo9781139173469 · Cited by 5,199
Self-citationEducational Psychology: A Cognitive View
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1968) · Medical Entomology and Zoology · Cited by 5,195
Language and Thought of the Child: Selected Works vol 5
Piaget, J. (2005) · Routledge eBooks · doi:10.4324/9780203992739 · Cited by 2,624
The psychology of meaningful verbal learning.
Ausubel, D. P. (1963) · Cited by 2,568
The Language and Thought of the Child
Weber, C. O., Piaget, J., & Warden, M. (1927) · The American Journal of Psychology · doi:10.2307/1415214 · Cited by 2,313
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Learning With Concept and Knowledge Maps: A Meta-Analysis
Nesbit, J. C., & Adesope, O. O. (2006) · Review of Educational Research · doi:10.3102/00346543076003413 · Cited by 932
Novak, J. D. (2002) · Science Education · doi:10.1002/sce.10032 · Cited by 914
Self-citationEight Ways to Promote Generative Learning
Fiorella, L., & Mayer, R. E. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9348-9 · Cited by 832
Concept Mapping as an Alternative Approach for the Analysis of Open-Ended Survey Responses
Jackson, K. M., & Trochim, W. M. K. (2002) · Organizational Research Methods · doi:10.1177/109442802237114 · Cited by 733
Students’ perception of Kahoot!’s influence on teaching and learning
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-018-0078-8 · Cited by 521
Metadata
- Venue
- Choice Reviews Online
- Publisher
- American Library Association
- Published
- 1998-10-01
- Volume
- 36
- Issue
- 02
- Pages
- 36-1103-36-1103
- ISSN
- 0009-4978 (ISSN-L)
- 1523-8253
- OpenAlex
- W1949539601
- Cited by
- 1,632
- References
- 12
- Type
- book review
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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