- Paperback: 336 pages
- Publisher: Routledge; 2 edition (November 26, 2009)
- Language: English
- ISBN-10: 0415991854
- ISBN-13: 978-0415991858
- Product Dimensions: 6 x 0.8 x 9 inches
- Shipping Weight: 1.3 pounds (View shipping rates and policies)
- Average Customer Review: 6 customer reviews
- Amazon Best Sellers Rank: #210,112 in Books (See Top 100 in Books)
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Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations 2nd Edition
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About the Author
Joseph D. Novak, Professor Emeritus, Cornell University, Education and Biology, is Senior Research Scientist, Florida Institute for Human & Machine Cognition.
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Top customer reviews
It describes how concept maps emerged from educational research in the early 1970’s to make records of what children know. It relates how interviews with children and the identification of concept words and propositions led to the development of concept maps as a means of showing key ideas and their relationships via diagrammatic representation (e.g. think of bubble charts with arrows indicating how different elements are related to one another).
The book explains how concept maps are a good way for teachers to organize knowledge for instruction. It conveys ways such maps are a helpful means for students to find key concepts and principles in lectures, reading and instructional materials. This work also relates concept mapping as a useful approach for companies in representing what they do, how their product/services work, and in making enhancements.
This story unfolds through the respective chapters including (1) an overview of the book, (2) the need for a theory of education, (3) meaningful learning for empowerment, (4) construction of new meanings, (5) Ausubel’s assimilation learning theory, (6) the nature of knowledge and how humans create knowledge, (7) the effective teacher/manager, (8) the context for education/management, (9) evaluation and rewards, and (10) improving education in schools and corporations. Throughout the book, many charts, diagrams, figures and examples help inform the text. In fact, concept maps appear at various points to explain the book and it various aspects. In addition, there are appendices that offer “how to” steps.
As I read more about concept mapping, I was stuck by parallels of this approach with that of the one introduced by Peter Ramus in the 16th century. The Ramus visual learning approach went viral at that time and had a major impact on education and learning (see my review on Walter Ong’s classic book on the subject). Further examination of these parallels could be most interesting and useful in understanding these methods and their effects.
Novak’s book gives an extensive treatment of concept mapping’s origins, rationale, related theory, with some application examples. For a summary of this background as well as more on application also see “Applied Concept Mapping: Capturing, Analyzing, and Organizing Knowledge” by Brian Moon, Robert Hoffman and Novak.
The combination of the CMap software and the book's usage rationale and examples creates a learning environment that has served many situations quite well.
My only disappointment is that the author did not choose the title Learning, Using and Creating Knowledge so that it could truly bring LUCK to all who read it.