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Learning How to Learn
For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
Learning, Creating, and Using Knowledge
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Oral Pleasure
“[This] new collection of Jerzy Kosinski’s interviews and speeches reveals an Everyman who worked on his own terms . . . A most welcome body of texts that elucidates a rather mysterious persona.” —Tablet Oral Pleasure: Kosinski as Storyteller is a collection of interviews, lectures, and transcriptions of media appearances from the legendary literary figure, Jerzy Kosinski. Compiled by his late widow, Kiki, most of the pieces here are published for the first time. These texts bring sharper focus to the themes in his works, making this strikingly erratic individual more accessible. They provide an uncensored portrait of the writer plagued by scandal, whose authenticity was challenged b...
Who was Who on TV
The information herein was accumulated of fifty some odd years. The collection process started when TV first came out and continued until today. The books are in alphabetical order and cover shows from the 1940s to 2010. The author has added a brief explanation of each show and then listed all the characters, who played the roles and for the most part, the year or years the actor or actress played that role. Also included are most of the people who created the shows, the producers, directors, and the writers of the shows. These books are a great source of trivia information and for most of the older folk will bring back some very fond memories. I know a lot of times we think back and say, "Who was the guy that played such and such a role?" Enjoy!
Defining an Identity
Research in science education is now an international activity. This book asks for the first time, Does this research activity have an identity? -It uses the significant studies of more than 75 researchers in 15 countries to see to what extent they provide evidence for an identity as a distinctive field of research. -It considers trends in the research over time, and looks particularly at what progression in the research entails. -It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person. -It addresses the relation between research and practice in a manner that sees teaching and learning in the science classroom as interdependent with national policies and curriculum traditions about science. It gives graduate students and other early researchers an unusual overview of their research area as a whole. Established researchers will be interested in, and challenged by, the identity the author ascribes to the research and by the plea he makes for the science content itself to be seen as problematic.
