Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

By Joseph D. Novak. 2002

957 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/67f402109f0f8f584dc9602748f117128424f520

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry (2007, background): “tend not to learn meaningfully, having difficulties relating what is taught to them with their real-world experiences, and with other scientific ideas previously learned ( Novak, 2002 ).”
Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students' Understanding of Heat and Temperature Concepts (2006, background): “Since the alternative conceptions are usually not consistent or partially consistent with currently accepted scientific knowledge (Wiser & Amin, 2001; Solomon, 1992), they can distort new learning (Novak, 2002).”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “One of the most common approaches is to ask students to model anomalous data (Niaz, 2001; Nieswandt, 2001; Novak, 2002; Shepardson, 1999).”
Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education (2008, methodology): “Of the teachers who stated that they consider misconceptions prior to instruction, all but two described some means of tapping into prior knowledge, such as a K-W-L chart or other graphic organizer of prior knowledge (Ausubel 1968; Novak 2002).”
Putting Education in “Educational” Apps (2015, background): “When meaning is added to rote learning, it propels the change to true conceptual understanding (Novak, 2002).”
Exploring Task- and Student-Related Factors in the Method of Propositional Manipulation (MPM) (2011, background): “Students first have to isolate the important ideas by deriving their constituent elements, and then relate and integrate these elements into schemata and gradually develop an integrated knowledge network (Novak, 2002).”
BigBlueBot: teaching strategies for successful human-agent interactions (2019, background): “Conceptual learning is often applied to science education (e.g., [35]) and has been shown to improve learning outcomes (e.g., [28]).”
The Theory Underlying Concept Maps and How To Construct Them (2004, background): “Moreover, beginning with the “expert skeleton” maps as starting points reduces the chance that misconceptions or faulty ideas held by learners or teachers will be reinforced and maximize the chance that they will build knowledge structures that in time remove or diminish misconceptions (Novak, 2002)”
Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning (2005, background): “Thus, with an Ausubelian framework, a child fails to conserve volume in various contexts because she lacks a conceptual understanding of the parameters that determine volume, and not some generic cognitive operational structure, as followers of Piaget would contend ( Novak, 1977a, 1977b, 1982, 2002 ”
The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool* (2006, background): “Learners often hold misconceptions or faulty ideas that need to be modified or remediated, a process that requires meaningful learning [6].”
A TEORIA SUBJACENTE AOS MAPAS CONCEITUAIS E COMO ELABORÁ-LOS E USÁ-LOS * THE THEORY UNDERLYING CONCEPT MAPS AND HOW TO CONSTRUCT AND USE THEM (2010, background): “Moreover, beginning with the “expert skeleton” maps as starting points reduces the chance that misconceptions or faulty ideas held by learners or teachers will be reinforced and maximize the chance that they will build knowledge structures that in time remove or diminish misconceptions (Novak, 2002)”
The effect of distributed practice on students’ conceptual understanding of statistics (2011, background): “Both the shorter intervals between educational activities and the reduced distribution of self-study led to more massed practice, or what Seabrook et al. (2005) have called clustered presentations of subject matter.”
Revealing the Relationship between Reading Interest and Critical Thinking Skills through Remap GI and Remap Jigsaw (2018, background): “Learning with concept maps will make a meaningful learning and develop critical thinking that will improve the ability to remember the knowledge in the long term (Novak, 1984).”