A Half - Century of Efforts
to Improve Education
Joseph D. Novak
Cornell University
and the
Institute for Human and Machine Cognition
jnovak@ihmc.us
University of Urbino
May 12, 2006
On our 53rd wedding anniversary, July 2003
Graduate studies in education and
biology 1952-57
Teaching and research
assistant in the
Botany Department
University of Minnesota
Can Education be more like
science?
Guided by principles
Based on valid theory
Evolving constructively
Changes in Epistemology
1950’s Positivism and
Logical Positivism are Dominant
1960’ to 1980’s Constructivism
and Realist philosophies emerge
Theory of Knowledge:
All knowledge is constructed by
human beings.
The process is influenced by
idiosyncratic differences and the
cultural milieu.
Changes in Psychology
1950’s -- Behavioral Psychology
is dominant, especially in USA
1963 -- Ausubel’s Psychology of
Meaningful Learning published
1980’s Cognitive psychology
moves to dominance
David Ausubel (1968):
If I had to reduce all of educational psychology
to just one principle I would say this:
The most important single factor influencing learning
is what the learner already knows. Ascertain this and
teach him accordingly.*
* Epigraph, Educational Psychology: A cognitive view
Learning may vary from highly rote to highly meaningful
A Theory of Knowledge
Concept:
A perceived
regularity in events
or objects, or
records of events or
objects, designated
by a label
A Theory of Knowledge
Proposition:
Two or more
concepts combined
to form a statement
about something: a
unit of meaning
My first effort to present a Theory of Education, 1977
Instructional Technology
1950’s - Movies, overhead projectors,
slide projectors, microprojectors
1960’s - Audio-tutorial instruction
developed
1980’s Computer assisted instruction
begins to emerge
Postlethwait’s Audio-tutorial Learning Center
Sam Postlethwait - Botanist and Educator
Published by Burgess, 1964, 1972
Audio-tutorial carrel units in introductory physics at Cornell
Audio-tutorial lesson on plant growth with 6-year old
Audio-tutorial lesson on energy transformation
Audio-tutorial lesson on particulate nature of matter
Rowell interviewing a 6-year old child
A Theory of Knowledge
All knowledge is
built up
from Concepts
and Propositions
A Theory of Knowledge
Concept Maps:
A tool to
represent the
structure of
knowledge.
A tool to facilitate
Learning.
Concept Maps:
A tool developed by our research group in 1972
to represent the knowledge of students
prior to and after instruction.
Concept Map about Concept Maps
New Theory of Learning
Key idea:
Each person must
construct her/his own
meanings for concepts
and propositions from
experiences over time,
building her/his
knowledge structure
A graduate student interviewing a 12th grade student
Concept map for Paul drawn
from an interview in grade two
Concept map for Paul drawn
from an interview in grade twelve
Students instructed
using Audio-tutorial
methods at ages 6 to 8
had more valid concepts
and fewer invalid
concepts about the
nature of matter and
energy as they
progressed through
12 grades in school.
Conclusions from our 12-year study:
1. 6-7 year old children can begin to learn basic science concepts.
2. Early meaningful learning facilitates later learning
3. Concept maps can be used to track changes in conceptual
understanding over time.
4. Concept maps are a valid, robust tool to represent knowledge
Learning
Denny, a six year old, is asked to draw a map that shows his understanding of
8 common concepts
Concepts:
Water
Solid
River
Vapor
Steam
Ice
Liquid
Gas
Evaporate
Denny’s knowledge does not include a meaning for vapor
Learning
Concepts:
Water
Solid
River
Vapor
Steam
Ice
Liquid
Gas
Evaporate
We can easily teach Denny the meaning of “vapor” and a new concept,
“evaporate”, by showing how they relate to his current knowledge.
Published by SEI, Torino, 1989
IHMC in Pensacola Florida
Ken Ford, Director - IHMC
Using computers to leverage human capabilities
Alberto Canas - Associate Director, IHMC
Leader of the CmapTools team
The IHMC CmapTools team
Concept Map about Concept Maps
“Expert” concept maps can “scaffold” learning.
Internet and other resources can be attached
creating a knowledge model.
“Expert Skeleton” concept maps can be prepared to aid study
Sample of concept maps that might be built using the “skeleton”
Today it is possible to create
a New Model for Education
Schema for a New Model for Education
A concept map can serve as the backbone for a
Growing “knowledge portfolio”
Vygotsky’s Zone of Proximal Development (ZPD) must be
considered to optimize meaningful learning.
Large Video clip omitted in e/merge 2006 version of
presentation
Proyecto Conectate children with hand drawn concept maps
Proyecto Conectate students in computer lab
Proyecto Conectate children’s map showing two resources attached
President Torrijos visiting Proyecto Conectate
Children’s concept map for local plants showing added resources
Conectate staff with Joan and Joe
Map made by three year old children in Costa Rica
A 4-year old concept mapping relatives in Costa Rica
Dopo aver osservato bene
e parlato tra di noi,
abbiamo deciso di
raggruppare le foglie
così:
Mettiamo del cotone su alcuni piatti di plastica, poi su ciascun
piatto distribuiamo semi di vario tipo: ceci, lenticchie e fagioli
Ora costruiamo una mappa
A concept map by Bowen showing Honda Strategic Plan
A concept map to show curriculum gaps in Lexington Schools
Published by Erickson, 2001
In Summary
We need research studies with
real learners in real schools
and work settings using the
New Model for Education
Grazie