Theory of Education

By David Turner. 2004

486 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5f5dbd64be997bb582caeea8736430d7a3c20488

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Citations in the corpus

Integrating Service Quality with System and Information Quality: An Empirical Test in the E-Service Context (2013, background): “A schema is a framework of organized concepts that are an individual’s representation of their experience (Novak and Tyler 1977).”
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): “…knowledge creation is nothing more than a relatively high level of meaningful learning accomplished by individuals who have a well organized knowledge structure in the particular area of knowledge, and also a strong emotional commitment to persist in finding new meanings (Novak, 1977, 1993, 1998).”
CmapTools: A Knowledge Modeling and Sharing Environment (2004, background): “Concept maps are a result of Novak and Gowin’s (1984) research into human learning and knowledge construction. Novak (1977) proposed that the primary elements of knowledge are concepts and relationships between concepts are propositions. Novak (1998) defined concepts as “perceived regularities in ev”
The Nature of Elementary Student Science Discourse in the Context of the Science Writing Heuristic Approach (2010, background): “While this study did not assess whether new knowledge was formed, clarifying one’s conceptual framework does play a role in learning new concepts (Novak, 1977).”
What and how do student teachers learn during school-based teacher education (2009, background): “With regard to the structure of a practical theory Novak (1977), in Beyerbach (1988) states that meaningful learning occurs when new information is incorporated into a conceptual framework that is linked to other concepts.”
Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift (2009, background): “The robustness of misconceptions has been demonstrated in literally thousands of studies, about all kinds of science concepts and phenomena, beginning with a book by Novak (1977) and a review by Driver and Easley (1978), both published almost three decades ago.”
A review of chemical bonding studies: needs, aims, methods of exploring students’ conceptions, general knowledge claims and students’ alternative conceptions (2006, background): “These student conceptions, which differ from those generally accepted by the scientific community, have been labeled in a variety of ways: ‘alternative conceptions’ (Helm, 1980), ‘preconceptions’ (Novak, 1977), ‘alternative frameworks’ (Driver, 1981) and ‘children’s science’ (Gilbert et al., 1982).”
Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms (2008, background): “As Dimitriadis and Kamberelis (2006) note, “Piaget grounded his developmental learning theory in the individual learner and positioned children as active, intelligent, creative constructors of their own knowledge structures” (p.170).”
Learning Difficulties in Chemistry: An Overview (2007, background): “, 1982), or “preconceptions” (Novak, 1977).”