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Learning How to Learn
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  • Cited by 1291
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Nesbit, John Niu, Hui and Liu, Qing 2019. Contemporary Technologies in Education. p. 97.

    Forcael, Eric Garcés, Gonzalo Bastías, Elena and Friz, Miguel 2019. Theory of Teaching Techniques Used in Civil Engineering Programs. Journal of Professional Issues in Engineering Education and Practice, Vol. 145, Issue. 2, p. 02518008.

    Brinkley, Timothy 2018. Curriculum Development for Gifted Education Programs. p. 100.

    Keiding, Tina Bering and Qvortrup, Ane 2018. Higher education journals as didactic frameworks. Higher Education Research & Development, Vol. 37, Issue. 1, p. 72.

    Curcio, Célia Fudaba and da Cunha Calado, Jane 2018. Towards Green Campus Operations. p. 535.

    Kartiko, D C 2018. Revealing physical education students’ misconception in sport biomechanics. Journal of Physics: Conference Series, Vol. 1006, Issue. , p. 012040.

    El Debs, Luciana C. Brunese, Priyanka S. and Shaurette, Mark 2018. Use of Concept Maps to Illustrate Barriers to Construction Industry Inter-Organizational Communication: a Comparative View from Students and Professionals. International Journal of Construction Education and Research, Vol. 14, Issue. 2, p. 77.

    Lin, Shu-Yuan and Xie, Ying 2018. College students’ use of self-generated tagclouds for knowledge integration: evidence from reflections. Journal of Computing in Higher Education,

    Bereiter, Carl and Scardamalia, Marlene 2018. The Handbook of Education and Human Development. p. 463.

    Ge, Yun-Ping Unsworth, Len Wang, Kuo-Hua and Chang, Huey-Por 2018. Global Developments in Literacy Research for Science Education. p. 237.

    Dudáš, Marek Lohmann, Steffen Svátek, Vojtěch and Pavlov, Dmitry 2018. Ontology visualization methods and tools: a survey of the state of the art. The Knowledge Engineering Review, Vol. 33, Issue. ,

    van Vorst, Helena 2018. Structuring learning processes by ladders of learning: results from an implementation study. Chemistry Education Research and Practice, Vol. 19, Issue. 4, p. 1081.

    Cheng, Li-Chen and Chu, Hui-Chun 2018. An innovative consensus map-embedded collaborative learning system for ER diagram learning: sequential analysis of students’ learning achievements. Interactive Learning Environments, p. 1.

    Ortega-Tudela, Juana M. Lechuga, M. Teresa and Gómez-Ariza, Carlos J. 2018. A specific benefit of retrieval-based concept mapping to enhance learning from texts. Instructional Science,

    Ab Latif, Rusnani 2018. THE STUDENTS’ PERCEPTION TOWARDS USING CONCEPT MAPPING AS A LEARNING TOOL. Malaysian Journal of Medical Research, Vol. 2, Issue. 3, p. 22.

    2018. Advanced Concept Maps in STEM Education. p. 50.

    Lee, Tammy and Jones, Gail 2018. Towards a Framework for Representational Competence in Science Education. Vol. 11, Issue. , p. 133.

    Llinás, Julia Gil Macías, Francisco Solano and Márquez, Luis Manuel Tobaja 2018. The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations?. Research in Science Education,

    Kostromina, Svetlana Gnedykh, Daria and Molodtsova, Galina 2018. Optimizing Human-Computer Interaction With Emerging Technologies. p. 183.

    Qin, Chunxiu Zhao, Pengwei Mou, Jian and Zhang, Jin 2018. Construction of personal knowledge maps for a peer-to-peer information-sharing environment. The Electronic Library, Vol. 36, Issue. 3, p. 394.


Book description

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.


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