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003    OCoLC 
005    20200723155635.0 
008    970718s1998    njua     b    001 0 eng   
010       97033965 
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049    STJJ 
050 00 LB1060|b.N677 1998 
080    159.953 
082 00 370.15/23|221 
084    77.34|2bcl 
100 1  Novak, Joseph D.|q(Joseph Donald) 
245 10 Learning, creating, and using knowledge :|bconcept maps as
       facilitative tools in schools and corporations /|cby 
       Joseph D. Novak. 
260    Mahwah, N.J. :|bL. Erlbaum Associates,|c1998. 
300    xviii, 251 pages :|billustrations ;|c24 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
504    Includes bibliographical references (pages 231-239) and 
       indexes. 
505 00 |g1.|tAn Overview of the Book --|g2.|tThe Need for a 
       Theory of Education --|g3.|tMeaningful Learning for 
       Empowerment --|g4.|tThe Construction of New Meanings --
       |g5.|tAusubel's Assimilation Learning Theory --|g6.|tThe 
       Nature of Knowledge and How Humans Create Knowledge --|g7.
       |tThe Effective Teacher/Manger --|g8.|tThe Context for 
       Education/Management --|g9.|tEvaluation and Rewards --
       |g10.|tImproving Education in Schools and Corporations --
       |gApp. I.|tHow to Build a Concept Map --|gApp. II.
       |tProcedures for Teaching VEE Diagramming. 
520    This book recognizes that in today's "information society,
       " the future of economic well-being rests on the 
       effectiveness of schools and corporations to empower their
       people to be more effective learners and knowledge 
       creators. This is important reading for both educators at 
       all levels and corporate managers who seek to enhance 
       worker productivity. 
520 8  The volume is organized around five factors involved in 
       every educational event: The learner, teacher, knowledge, 
       context, and evaluation. Each is discussed from both 
       theoretical and pragmatic perspectives. Concept maps are 
       used extensively to illustrate key ideas from learning 
       theory, theory of knowledge, and instructional theory, as 
       well as to give concrete examples. Rote learning, still 
       common in many schools and universities today, is shown to
       be ineffective for achieving the goals of individuals and 
       society in an era when creative production of new 
       knowledge is at a premium. Throughout the volume, 
       effective management is shown to be dependent on the same 
       factors as effective teaching. 
650  0 Learning, Psychology of. 
650  0 Cognitive maps (Psychology) 
650  0 Instructional systems|xDesign. 
650  0 Constructivism (Education) 
650  7 Cognitive maps (Psychology)|2fast|0(OCoLC)fst00866538 
650  7 Constructivism (Education)|2fast|0(OCoLC)fst00876181 
650  7 Instructional systems|xDesign.|2fast|0(OCoLC)fst00974357 
650  7 Learning, Psychology of.|2fast|0(OCoLC)fst00995009 
650 12 Learning.|0(DNLM)D007858 
650 17 Mentale representatie.|2gtt 
650 17 Cognitieve kaarten.|2gtt 
650 22 Concept Dormation 
650 22 Psychology, Educational.|0(DNLM)D011588 
856 42 |3Publisher description|uhttp://catdir.loc.gov/catdir/
       enhancements/fy0709/97033965-d.html 
994    C0|bSTJ