Novak's Theory of Education: Human Constructivism and Meaningful Learning
Novak's Theory of Education: Human Constructivism and Meaningful Learning
复制标题
诺瓦克的教育理论：人类建构主义和有意义的学习
DOI：
10.1021/ed078p1107.6
复制
发表时间：
2001
影响因子：
3
通讯作者：
Stacey Lowery Bretz
中科院分区：
文献类型：
--
作者：
Stacey Lowery Bretz
建构主义的核心是认识到知识不是从教师转移到学习者的实体，而是学习需要学生思维的积极参与。奥苏贝尔的同化理论描述了进行这种有意义的学习的三个要求。诺瓦克的教育理论，他称之为人类建构主义，通过考虑教育元素的框架：教师、学习者、内容、背景和评价，将奥苏贝尔的思想延伸并应用到课堂中。本文最后讨论了诺瓦克的理论对化学教学和化学教育研究的影响。
At the heart of constructivism is the recognition that knowledge is not an entity transferred in toto from teacher to learner, but rather that learning requires active engagement of the student's mind. Ausubel's Assimilation Theory describes the three requirements for such meaningful learning to take place. Novak's Theory of Education, which he calls Human Constructivism, extends and applies Ausubel's ideas to the classroom by considering a framework of elements in education: the teacher, the learner, the content, the context, and evaluation. The paper concludes by discussing the implications of Novak's theory to both chemistry teaching and chemistry education research.