JOSEPH D. NOVAK

 

Cornell University and University of West Florida, Institute for Human and Machine Cognition  

 

jdn2@cornell.edu

 


EDUCATION

 

B.S.

 

Science and Mathematics

 

1952

 

University of Minnesota

 

M.S.

 

Science Education

 

1954

 

University of Minnesota

 

Ph.D.

 

Science Education & Biology

 

1958

 

University of Minnesota

 

POSITIONS

 

1995-Present

 

Professor Emeritus, Cornell University, Education and Biology

President, Joseph D. Novak Knowledge Consultants, Inc.

1998-Present

Visiting Senior Scientist, Univ. West Florida, Institute for Human & Machine Cognition. Work with NASA, Navy, CIA(NIMA), etc.

1971-1995

Professor of Biological Sciences, Cornell University

1967-1995

Professor of Science Education, Cornell University. Supervised graduate research and conducted research programs in concept learning, development of a theory of education, faculty development. Application of educational theory and methods to curriculum improvement, medical education, and corporate planning and improvement

1965-1966

Visiting Professor, Harvard University. On sabbatical leave from Purdue working in the area of children's concept learning, cognitive psychology, educational theory. Consultant to Harvard Project Physics

1962-1967

Associate Professor of Biology and Education, Purdue University

1959-1962

Assistant Professor of Biology and Education, Purdue University (a dual appointment in Education and Biology). Supervision of student teachers in Biology and General Science, methods courses in science teaching, seminars for college science teachers, supervision of research in science education, MS & PhD. Director, NSF Summer and In-Science institutes for teachers

1957-1959

Assistant Professor, Department of Biology, Kansas State Teachers College, Emporia, Kansas, General Biology, Botany, Evolution, Plant Anatomy, Methods of Teaching Biology

1956-1957

Instructor, Botany Department, University of Minnesota, lecture and laboratory sections in Botany, supervision of laboratory program

1952-1956

Teaching Assistant, Botany Department, University of Minnesota, Botany, Biology, Plant Physiology. Research Assistant (to Professor Albert Frenkel), plant physiology

1951-1952

Teaching intern, University of Minnesota Laboratory School

 

KEYNOTE LECTURER/CONSULTANT

Australia, Canada, Denmark, Finland, France, Italy, Israel, Japan, Mexico, Portugal, Spain, Sweden, United Kingdom, Venezuela, Kodak, Inc., Corning Inc., Keith-Clark, Procter and Gamble, NASA, Navy, CIA, etc.. More than 300 schools and colleges in the USA.

 

SELECTED AWARDS and HONORS

 

1998

 

Honorary Doctoral Degree, Universidad Nacional del Comahue, Neuquen, Argentina

1998

Honorary Citizen of Beunos Aires, March 23

1998

Council of Scientific Society Presidents – First award for outstanding research contributions to science education

1997-1998

Distinguished Visiting Faculty Fellow, Schreyer Honors College, Penn State Univ.

1995

Honorary Membership – National Association of Biology Teachers’ Highest Award

1992

Listed in Who’s Who

1991

Ohaus Award For Outstanding Contribution to High School Science

1990

Distinguished Contributions to Science Education Through Research, National Association for Research in Science Teaching

1990

Outstanding Paper Award – Implications of Research for Educational Practice, Association for the Education of Teachers in Science

1987

Outstanding Research Report, National Association for Research in Science Teaching

1981

Distinguished Visiting Professor, University of North Carolina, Wilmington, North Carolina

1980

Fulbright – Hayes Senior Scholar (Australia)

1955-1956

Tozer Foundation and Lydia Anderson Fellow

 

SOME OFFICES HELD

 

1993-1995

 

National Elections Committee, American Association for the Advancement

of Science

1987

Advisory Board, Longitudinal Study of American Youth

1987-1991

Board of Directors, Biological Sciences Curriculum Studies

1984-1988

Secretary, Section Q, AAAS

1980-1981

Chairman, Section Q, AAAS

1974-1982

Editor, Section on Learning in Science Education

1969

President, National Association for Research in Science Teaching

1964-1968

Secretary, National Association for Research in Science Teaching

 

Journal Articles (Chronological order)

l. Novak, J. D. (1955). Trends in science courses. Proceedings of the Minnesota Academy of Science, 23: 88-93.

2. Novak, J. D. (1958). An experimental comparison of a conventional and a project centered method of teaching a college general botany course. Journal of Experimental Education, 26 (March): 217-230.

3. Novak, J. D., Brooks, M. E., (1959). College preparation of science teachers. The Science Teacher, 26(7): 473-477.

4. Breukelman, J., Andrews, T. F., Novak, J. D. (1959). A study of problems involved in teaching large classes in college general biology. Transactions of the Kansas Academy of Science, 62(4): 245-251.

5. Novak, J. D. (1960). Sultana--an excellent classroom plant. The American Biology Teacher, 22(4): 204-205.

6. Novak, J. D. (1961). The use of labeled photomicrographs in teaching college general botany. Science Education, 45(2): 119-122.

7. Novak, J. D. (1961). An approach to the interpretation and measurement of problem solving ability. Science Education, 45(2): 122-131.

8. Novak, J. D. (1961). Science in the junior high school. School Science and Mathematics, 61(9): 701-706.

9. Novak, J. D. (1961). Fundamentals of plant physiology (a critical book review). The American Biology Teacher, 23(8): 526-527.

10. Novak, J. D. (1962). Biological education in American secondary schools (a critical book review). The American Biology Teacher, 24(1): 62.

11. Novak, J. D. (1963). A preliminary statement on research in science education. Journal of Research in Science Teaching, 1(1): 3-9.

12. Novak, J. D. (1963). What should we teach in biology? NABT News and Views, 7(2): l, July. Reprinted in Journal of Research in Science Teaching, 1(3): 241-243.

13. Novak, J. D. (1964). Importance of conceptual schemes for science teaching. The Science Teacher, 31(6): 10.

14. Novak, J. D. (1965). A model for the interpretation and analysis of concept formation. Journal of Research in Science Teaching, 3: 72-83.

15. Novak, J. D. (1965). Secondary school science teacher education at Purdue University. Journal of Research in Science Education, 3: 147-152.

16. Novak, J. D. (1966). The advance of science education. Education, 87: 223-227, December.

17. Postlethwait, S. N., Novak, J. D. (1967). The use of loop films in individualized instruction. Annals of the New York Academy of Science, 142: 464-470.

18. Novak, J. D. (1969). A case study of curriculum change - science since PSSC. School Science and Mathematics, 69: 374-384, May.

19. Kuhn, D. J., Novak, J. D. (1970). A study of varying modes of topical presentation in elementary college biology to determine the effect of advance organizers in knowledge acquisition and retention. Journal of Research in Science Teaching, 7(3): 249-252.

20. Novak, J. D. (1970). Relevant research on audio-tutorial methods. School Science and Mathematics, 70(9):777-784.

21. Novak, J. D. (1971). Concept learning in science. Theory into Practice, 10(2): 129-133 (College of Education, Ohio State University).

22. Jerkins, K. F., Novak, J. D. (1971). The study of concept improvement of junior high school students viewing MPATI telecasts with and without supplementary aids. Science Education, 55(1): 21-30.

23. Novak, J. D., Ring, D. G., Tamir, P. (1971). Interpretation of research findings in terms of Ausubel's theory and implications for science education. Science Education, 55(4): 438-526.

24. Ring, D. G., Novak, J. D. (1971). The effects of cognitive structure variables on achievement in college chemistry. Journal of Research in Science Teaching, 8(4): 325-333.

25. Kuhn, D. J., Novak, J. D. (1971). A study of cognitive subsumption in the life sciences. Science Education, 55(3): 309-320.

26. Novak, J. D. (1972). Facilities for secondary school science teaching. The Science Teacher, 39(3): 2-13.

27. Novak, J. D. (1973). Evolving patterns in secondary school science facilities. The American Biology Teacher, 35(6): 319-321.

28. Gubrud, A. R., Novak, J. D. (1973). Learning achievement and the efficiency of learning the concept of vector addition at three different grade levels. Science Education, 57(2): 179-191.

29. Thorsland, M. N., Novak, J. D. (1974). The identification and significance of intuitive and analytic problem solving approaches among college physics students. Science Education, 58(2): 245-265.

30. Hibbard, K. M., Novak, J. D. (1975). Audio-tutorial elementary school science instruction as a method for studying of children's concept learning: Particulate nature of matter. Science Education, 59(4): 559-570.

31. Novak, J. D. (1976). Understanding the learning process and effectiveness of teaching methods in the classroom, laboratory, and field. Science Education, 60(4): 493-512.  Reprinted in Spanish in Perfiles Educativos, Numero 1, Julio-Agosto-Septiembre, 1978.

32. Novak, J. D. (1976). Editorial Comment on The effect of language on a child's conception of speed: A comparative study of Japanese and Thai children. Science Education, 60(4): 581.

33. Novak, J. D. (1976). Editorial Comment on A child's forming the concept of speed. Science Education, 60(4): 579.

34. Novak, J. D. (1976). Editorial Comment on The effect of visual devices based on Bruner's modes of representation on teaching concepts of electrostatics to elementary school children. Science Education, 60(1): 85.

35. Novak, J. D. (1976). Editorial Comment on A review of Piagetian studies relevant to science instruction at the secondary and college level. Science Education, 60(1): 251.

36. Novak, J. D. (1976). Editorial Comment on An analysis of an alternative instructional model for disadvantaged students and an analysis of learner efficiency when individualized and group-instructional formats are utilized with disadvantaged students. Science Education, 60(2): 235.

37. Nussbaum, J., Novak, J. D. (1976). An assessment of children's concepts of the earth utilizing structured interviews. Science Education, 60(4): 535-550.

38. Novak, J. D. (1977. Epicycles and the homocentric earth: Or what is wrong with stages of cognitive development? Science Education, 61(3): 393-395.

39. Novak, J. D. (1977). An alternative to Piagetian psychology for science and mathematics education. Science Education, 61(4): 453-477.

40. Novak, J. D. (1978. Editorial Comment on Studies reported in the learning section. Science Education, 62(2): 267.

41. Novak, J. D. (1978). Editorial Comment on Teaching about floating and sinking: Further studies toward closing the gap between cognitive psychology and classroom practices. Science Education, 62(4): 573-574.

42. Novak, J. D. (1978). A book review of `Schools of Thought'. Journal of Education, 160(2): 83-85.

43. Novak, J. D. (1978). Editorial Comment on Implications of Piagetian research for high school science teachings: A review of the literature. Science Education, 62(4): 591-592.

44. Novak, J. D. (1979). The reception learning paradigm. Journal of Research in Science Teaching, 16(6): 481-488.

45. Novak, J. D. (1979). Applying psychology and philosophy to the improvement of laboratory teaching. The American Biology Teacher, 41(8): 466-474.

46. Novak, J. D. (1979). Meaningful reception learning as a basis for rational thinking. In Anton E. Lawson (Ed.), The Psychology of Teaching for Thinking and Creativity (pp. 192-225). Columbus: Ohio State University, ERIC Clearinghouse for Science, Mathematics& Environmental Education.

47. Novak, J. D. (1979. Comment on Graham W. F. Orpwood's review of A Theory of Education. The Review of Education, 5(3): 267-269.

48. Novak, J. D. (1979). Editorial Comment on Development of earth and gravity concepts among Nepali children. Science Education, 63(5): 719-720.

49. Novak, J. D. (1979). Editorial Comment on Can Ausubel's theory of meaningful learning become an alternative to Piagetian psychology? Science Education, 63(2):271-273.

50. Novak, J. D. (1980). Progress in application of learning theory. Theory Into Practice, 19(1): 58-65.

51. Novak, J. D. (1980). Learning theory applied to the biology classroom. American Biology Teacher, 42(5): 280-285.

52. Novak, J. D. (1980). Teaching chemistry in the 1980's: Some suggestions from learning theory and epistemology. Swedish National Board of Universities and Colleges and the Coordinating Committee for Training University Teachers Handbook. January.

53. Novak, J. D. (1981). Applying learning psychology and philosophy of science to biology teaching. The American Biology Teacher, 43(1): 12-20.

54. Novak, J. D. (1981). Effective science instruction: The achievement of shared meaning. The Australian Science Teachers Journal, 27(1): 5-13.

55. Novak, J. D. (1982). Aplicacao dos recentes avancos na teoria da aprendizagem e na filosofia da ciencia ao ensino da quimica. Textos Blocoensino, boletim Sociedada Portuguesa de Quimica Ano 4-Serie 11(10): 3-9.

56. Novak, J. D. (1982). O ensino da quimica na decada de 80: alguns contributos da teoria da aprendizagem e da epistemologia. Text os Blocoensino, Boletim Sociedade Portuguesa de Quimica, Ano 4-Serie 11(10): 10-13.

57. Symington, D., Novak, J. D. (1982). Teaching children how to learn. The Educational Magazine, 39(5): 13-16 (Australian).

58. Novak, J. D., Symington, D. (1982). Concept mapping for curriculum development. V.I.E.R. (The Victorian Institute of Educational Research), 48: 3-11, June.

59. Kinnear, J. F., Marjory-Dore M., Novak, J. D. (1982). Computer simulation and concept development in students of genetics. Research in Science Education, 12: 89-96.

60. Novak, J. D. (1982). An overture: A need for caution in use of research claims to guide biology teaching. The American Biology Teacher, 44(7): 393, 405.

61. Novak, J. D., Gowin, D. B., Johansen, G. T. (1983). The use of concept mapping and knowledge Vee mapping with junior high school science students. Science Education, 67(5): 625-645.

62. Ridley, D. R., Novak, J. D. (1983). Sex-related differences in high school science and mathematics enrollments: Do they give males a critical headstart toward science- and math-related careers? The Alberta Journal of Educational Research, 29(4): 308-318.

63. Novak, J. D. (1984). Response to 'Rehashing Ausubel's limited and dated learning theory'. Journal of Structural Learning, 8: 87-89.

64. Novak, J. D. (1984). How We Learn. Cornell Alumni News March, 32-37.

65. Novak, J. D. (1984). Application of advances in learning theory and philosophy of science to the improvement of chemistry teaching. Journal of Chemical Education, 61(7):607-612.

66. Ault, C. R., Jr., Novak, J. D., Gowin. (1984). Constructing Vee maps for clinical interviews on molecule concepts. Science Education, 68(4): 441-463.

67. Novak, J. D. (1985). Application of advances in learning theory and philosophy of science to the improvement of higher education. HERDSA News, 7(1): 7-14.

68. Pines, A. L., Novak, J. D. (1985). The interaction of audiotutorial instruction with student prior knowledge: A proposed qualitative case study methodology. Science Education, 69(2): 213-228.

69. Bascones, J., Novak, J. D. (1985). Alternative instructional systems and the development of problem-solving skills in physics. European Journal of Science Education, 7(3): 253-261.

70. Novak, J. D. (1985). Concept mapping as an educational tool. New Horizons for Learning's On The Beam, 5(2): 4-5.

71. Achterberg, C. L., Novak, J. D., Gillespie A. H. (1985). Theory-driven research as a means to improve nutrition education. Journal of Nutrition Education, 17(5): 179-184.

72. Gabel, D. L., Samuel, K. V., Helgeson, S., Novak, J. D., Butzow, J. (1986). Research interests of secondary science teachers. Journal of Research in Science Teaching, 23(2): 145-163.

73. Novak, J. D. (1986). The importance of emerging constructivist epistemology for mathematics education. Journal of Mathematical Behavior, 5(2): 181-184.

74. Novak, J. D., Monk, D. H. (1986). The Cornell Committee on Education and the Community. Teacher Education Quarterly.

77. Novak, J. D. (1987). Comment on The Two Cultures of Academic Computing. Perspectives in Computing, 7(2): 12, Fall.

76. Heinze-Fry, J. A., Crovello, T. J., Novak, J. D. (1987). Integration of Ausubelian learning theory and educational computing. Biology Teacher, 151-156.

77. Gabel, D. L., Samuel, K. V., Helgeson, S., McGuire, S., Novak, J. D. (1987). Science education research interests of elementary teachers. Journal of Research in Science Teaching, 24(7): 659-677.

78. Moreira, M. A., Novak, J. D. (1988). Investigacion en ensenanza de las ciencias en la universidad de Cornell: Esquemas teoricos, cuetiones centrales y abordes metocologicos. Ensenanza de Las Ciencias, 6(1): 3-18.

79. Novak, J. D. (1988). Learning science and the science of learning. Studies in Science Education, 15: 77-101.

80. Heinze-Fry, J. A., Novak, J. D. (1990). Concept mapping brings long-term movement toward meaningful learning. Science Education, 74(4): 461-472.

81. Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19: 29-52.

82. Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10): 937-949.

83. Novak, J. D. (1990). Help students learn how to learn: A new perspective. Journal of Higher Education, 2: 54-60 (Journal published in Chinese).

84. Novak, J. D., Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1): 117-153.

85. Ford, K., Canas, A., Jones, J., Stahl, H., Novak, J. D., Adams-Webber, J. (1991). ICONKAT: An integrated constructivist knowledge acquisition tool. Knowledge Acquisition, 3: 215-236.

86. Novak, J. D. (1991). Clarify with concept maps. The Science Teacher, 58(7): 45-49.

87. Novak, J. D. (1991). Ayudar a los Alumnos a Aprender Como Aprender: La Opinion de un Profesor-Investigador. Ensenanza de Las Ciencias, 9(3): 215-228.

88. Auld, G. W., Achterberg, C., Durrwachter, J., Novak, J. D. (1981). Gender differences in adults' knowledge about fat and cholesterol. Journal of the American Dietetic Association, 91(11): 1391-1397.

89. Novak, J. D. (1993). Human constructivism: A unification of psychological and epistemological phenomena in meaning making. International Journal of Personal Construct Psychology, 6: 167-193.

90. Novak, J. D. (1993). How do we learn our lesson? The Science Teacher, 60(3): 51-55.

91. Pendley, Bradford, Richard L. Bretz, & Joseph D. Novak. (1994) Concept maps as a tool to assess instruction in chemistry. Journal of Chemical Education, 70(1): 9-15.

92. Tan, S. K., Novak, J. D. (In review) Students' meanings of understanding in the physics classroom. Journal of Research in Science Teaching.

93. Edmondson, K., Novak, J. D. (1993). The interplay of epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30(6): 547-559.

94. Novak, J. D. (1994). A view on the current status of Ausubel's Assimilation theory of learning. or ìLa teoria dellíappendimento per assimilaziona di D.P. Ausubel. Le propsettive attuali. CADMO (Giornale Italiano di Pedagogia sperimentale, Didattica Docimologia, Tecnologia dell'Instrusione), 2(4): 7-23. Also in J. D. Novak & R. Abrams (Eds.), Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (August 1-4, 1993). Published electronically, Internet. Access: misconceptions.mannlib.cornell.edu (users need to have access to a GOPHER program).

95. J. D. Novak (1995). Review of The Content of Science: A constructivist Approach to Its Teaching and Learning. The Quarterly Review of Biology, 70(1), 122-123.

96. J. D. Novak (1995). Concept mapping to facilitate teaching and learning. Prospects, 25(1):79-86.

97. Novak, J. D., Iuli, R. I. (1995). Meaningful learning as the foundation for constructivist epistemology. In F. Finley, D. Allchin, D. Rhees, S. Fifield (Eds.), Proceedings of the Third International History, Philosophy and Science Teaching Conference Vol. 2 (pp. 873-896). Minneapolis: U. Of Minnesota.

98. Kym, F., Novak, J. D. (1998). Managing the empowerment of employees to address issues of inter-employee cooperation, communication, and work redesign. The Learning Organization, 5(2): 109-119.

99. Novak, J. D. (1998). Metacognitive Strategies to Help Students Learn How to Learn. Research Matters to the Science Teacher, No. 9802. Nashville: Nat. Assoc. For Research in Science Teaching.

100. Canas, A. J., Ford, K. M., Novak, J. D., Hayes, P., Reichherzer, T. R., Suri, N. (2001). Online Concept Maps: Enhancing collaborative learning by using technology with concept maps. The Science Teacher,68(2): 49-51, April.

101. Mintzes, J. J., Wandersee, J. H., Novak, J. D. (2001). Assessing Understanding in Biology. J. Of Biological Education, 35(3): 119-124.

102. Novak, J. D.(2002). Meaningful learning: the essential factor for conceptual change in limited or appropriate propositional hierarchies (LIPHs) leading to empowerment of learners. Science Education, 86(4): 548-571.

103. Hoffman, R. R., Coffey, J. W., Ford, K. M., Carnot, M. J. (2001, October) "STORM-LK: A Human-Centered Knowledge Model For Weather Forecasting." In Proceedings of the the 45th Annual Meeting of the Human Factors and Ergonomics Society, Santa Monica, CA: HFES.

 

Monographs and Special Publications

1. Novak, J. D., et al. (1963). Guidelines for the development of programs in science instruction. National Academy of Sciences-National Research Council. Publication 1093, Washington, DC.

2. Novak, J. D., et al. (1964). (T.F. Andrews, Ed.) BSCS Materials for preparation of in-service teachers of biology. Boulder, CO: BSCS.

3. Novak, J. D., et al. (1964). Theory into action. Washington, DC: National Science Teachers Association.

4. Novak, J. D., et al. (1964). (A. F. Eiss, Ed.) Guidelines for improving college science programs. Harrisburg, PA: Bureau of General and Academic Instruction.

5. Novak, J. D., (1965). Biennial review of science education research: College level.

6. Pines, A. L., Novak, J. D., Posner, G. J., VanKirk, J. (1978). The clinical interview: A method for evaluating cognitive structure. Research Report No. 6. Ithaca, NY: Cornell University, Department of Education.

7. Pines, A. L., Novak, J. D. (1979). Scientific concept learning in children with audio-tutorial instruction: The effect of prior knowledge on resulting cognitive structure. July. Ithaca, NY: Cornell University, Department of Education.

8. Gowin, D. B., Mutkoski, P., Novak, J. D. (1981). Epistemology, educating and research: A ten-year review at Cornell University. Ithaca, NY: Cornell University, Department of Education.

9. Novak, J. D. (1981). Measurement and statistics: A module to accompany A Theory of Education. Revised in 1991. Ithaca, NY: Cornell University, Department of Education.

10. Novak, J. D. (1982). The teacher's use of learning theory. Ithaca, NY: Cornell University, Department of Education.

11. Birdd, D. L., Cohen, H. G., Horn, J. G., Novak, J. D., Renner, J., Mierich, E. (1983). Applications for psychological research for science instruction. National Science teachers Association.

12. Novak, J. D., et al. (1986). Introduction to concept mapping: A handbook for educators. (Sea Grant with Pat Crow.)

13. Novak, J. D., Ridley, D. R. (1988). Assessing Student Learning in Light of How Students Learn. Washington, DC: AAHE Assessment Forum.

14. Novak, J. D., Wandersee, J. H. (1990). Perspectives on Concept Mapping. Special issue of the Journal of Research in Science Teaching, 27(10): 921-1075.

 

Chapters in Books

1. Novak, J. D. (1966). The role of concepts in science teaching. In H. J. Klausmeier, C. W. Harris (Eds.), Analysis of Concept Learning (pp. 239-254). New York: Academic Press.

2. Novak, J. D. (1972). Audio-tutorial techniques for individualized science instruction in the elementary school. In Henry J. Triezenberg (Ed.), Individualized Science: Like it Is (pp. 14-30). Washington, DC: National Science Teachers Association.

3. Novak, J. D. The understanding of the learning process and the effectiveness of teaching methods in the classroom, laboratory and field. In: The Teaching of Basic Sciences: Biology, Vol. IV, New Trends in Biology Teaching (pp. 192-224). Paris: UNESCO.

4. Novak, J. D. (1977). The design of research in science education on the basis of learning theory. In Narendera Vaidya & J. S. Rajput (Eds.), Reshaping Our School Science Education (pp. 73-80). New Delhi, India: Oxford and IBH Publishing Company.

5. Novak, J. D. (1979). Implications for teaching of research on learning. In M. Budd Rowe (Ed.), What Research Says to the Science Teacher, Vol. 2 (pp. 68-79). Washington, DC: National Science Teachers Association.

6. Novak, J. D. (1979). Meaningful reception learning as a basis for rational thinking. In A. E. Lawson (Ed.), The Psychology of Teaching for Thinking and Creativity, 1980 AETS Yearbook (pp. 192-224). Columbus, OH: ERIC/SMEAC Clearinghouse.

7. Novak, J. D. (1980). A theory of education as a basis for environmental education. In T. S. Bakshi, Z. Naveh (Eds.), Environmental Education: Principles, Methods, and Applications, Vol. 18, Environmental Science Research Series. New York: Plenum, 129-138.

8. Novak, J. D. (1980). Methodological issues in investigating meaningful learning. In W. F. Archenhold, R. H. Driver, A. Orton, C. Wood-Robinson (Eds.), Cognitive Development Research in Science and Mathematics (pp. 129-155). Leeds, England: University of Leeds, School of Education.

9. Novak, J. D. (1982). Psychological and epistemological alternatives to Piagetian developmental psychology with support from empirical studies in science education. In S. and C. Modgil (Eds.), Jean Piaget - Consensus and Controversy (pp. 331-349). New York: Praeger.

10. Novak, J. D. (1983). Concept-based learning. In K. E. Boulding, L. Senesh (Eds.), The Optimum Utilization of Knowledge: Making Knowledge Service Human Betterment (pp. 100-113). Boulder, CO: Westview Press.

11. Novak, J. D. (1983). Overview of the international seminar on misconceptions in science and mathematics. In H. Helm, J. D. Novak (Eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics (pp. 1-4). Ithaca, NY: Cornell University, Department of Education. Published electronically, Internet. Access: misconceptions.mannlib.cornell.edu (users need to have access to a GOPHER program).

12. Novak, J. D. (1983). Can metalearning and metaknowledge strategies to help students learn how to learn serve as a basis for overcoming misconceptions? In H. Helm, J. D. Novak (Eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics (pp. 118-130). Ithaca, NY: Cornell University, Department of Education.

13. Novak, J. D. (1985). Metalearning and metaknowledge strategies to help students learn how to learn. In L. H. T. West, A. L. Pines (Eds.), Cognitive Structure and Conceptual Change (pp. 189-209). (In the Educational Psychology Series.) Orlando, FL: Academic Press.

14. Novak, J. D. (1985). The interplay of theory and methodology. In I. Westbury (Ed.), The Science Curriculum and the Student Laboratory, published by Journal of Curriculum Studies.

15. Novak, J. D. (1987). Helping students learn how to learn. In W. V. Mayer (Ed.), New Trends in Biology Teaching, Vol. V. Paris, France: UNESCO.

16. Novak, J. D. (1987). Human constructivism: Toward a unity of psychological and epistemological meaning making. In J. D. Novak (Ed.), Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics Education. Ithaca, NY: Department of Education, Cornell University.

17. Novak, J. D. (1988). The role of content and process in science teacher education. In P. F. Brandwein, H. Passow (Eds.), Gifted Young in Science-Potential Through Performance. Washington, DC: National Science Teachers Association.

18. Novak, J. D. (1988). El constructivismo humano: Hacia la unidad en la elaboracion de significados psicologicos y epistemologicos. In R. Porlan, J. E. Garcia, P. Canal (Compiladores), Constructivismo y Ensenanza de las Ciencias (pp. 23-40). Sevilla, Spain: Diada Editoras.

19. Novak, J. D. (1989). The use of metacognitive tools to facilitate meaningful learning. In P. Adey, J. Bliss, J. Head, M. Shayer (Eds.), Adolescent Development and School Science. London: Falmer Press.

20. Novak, J. D. (1990). The interplay of theory and methodology. In E. Hegarty-Hazel (Ed.), The Student Laboratory and the Science Curriculum (pp. 60-71). New York: Routledge.

21. Edmondson, K., Novak, J. D. (1992). Toward an authentic understanding of subject matter. In S. Hills (Ed.), The History and Philosophy of Science in Science Education, Vol. 1 (pp. 253-263). Kingston, Ontario, CANADA: Queen's University, Faculty of Education, and the Mathematics, Science, Technology and Teacher Education Group.

22. Wandersee, J. H., Mintzes, J. J., Novak, J. D. (1994). Learning: Alternative conceptions. In D. L. Gabel (Ed.), Handbook on Research in Science Teaching (pp. 177-210). A project of the National Science Teachers Association. New York: Macmillan.

23. Novak, J. D. (1995). Concept Mapping: A strategy for organizing knowledge. In S. M. Glynn, R. Duit (Eds.), Learning Science in the Schools: Research Reforming Practice (pp. 229-245). Mahwah, NJ: Lawrence Erlbaum Associates.

24. Novak, J. D., Iuli, R. I. (1995). Meaningful learning as the foundation for constructivist epistemology. In F. Finley, D. Allchin, D. Rhees, S. Fifield (Eds.), Proceedings of the Third International History, Philosophy and Science Teaching Conference Vol. 2 (pp. 873-896). Minneapolis: U. Of Minnesota.

25. Novak, J. D. (1996). Concept mapping: A tool for improving science teaching and learning. In. D. F. Treagust, R. Duit, B. J. Fraser (Eds.), Improving Teaching and Learning in Science and Mathematics (pp. 32-43). New York: Teachers College Press.

26. Novak, J. D. (1997). Ausubelís assimilation theory and metacognitive tools as a foundation for instructional design. In C. Dill, A. J. Romiszowski (Eds.), Instructional Development Paradigms (Engelwood Cliffs, NJ: Educational Technology Publications).

27. Mintzes, J. J., Wandersee, J. H., Novak, J. D. (1997). Meaningful Learning in the Science: the Human Constructivist Perpective. In G. Phye (Ed.), Handbook of Academic Learning ( pp.405-447). San Diego, CA: Academic Press.

28. Novak, J. D. (1997). Clarify with Concept Maps. In M. Moriera, C. Caballero, L. Rodrigues (Eds.) Proceedings of the International Meeting on Meaningful Learning (pp. 47-63) Univ. De Burgos, Burgos, Spain.

29. Novak, J. D. (1998). The Pursuit of a Dream. In J. J. Mintzes, J. H. Wandersee, J. D. Novak (Eds), Teaching Science for Understanding. San Diego, CA. Academic Press.

 

Books

l. Postlethwait, S. N., Novak, J. D., Murray, H. (1964). An Integrated Experience Approach to Learning with Emphasis on Independent Study. Minneapolis, MN: Burgess.

2-7 Novak, J. D., with consultants. (1966). The World of Science Series. Books One through Six. Indianapolis, IN: Bobbs-Merrill.

This was a new series of books representing a departure from traditional elementary science books. Rather than treating superficially a variety of topics relating to science and technology, this series presents in-depth discussions and activities of the more basic ideas of science. The series constituted a kind of test of hypotheses regarding the nature and capacity of children's concept learning.

8. Novak, J. D. (1970). The Improvement of Biology Teaching. Indianapolis, IN, & New York: Bobbs-Merrill.

9. Novak, J. D. (1972). Facilities for Secondary Science Teaching: Evolving Patterns in Facilities and Programs. Washington, DC: National Science Teachers Association.

10. Postlethwait, S. N., Novak, J. D., Murray, Jr. H. T. (1972). The Audio-tutorial Approach to Learning (3rd ed.). Minneapolis, MN: Burgess.

11. Novak, J. D. (1973). A Summary of Research in Science Education - 1972. Columbus: The Ohio State University ERIC Information Analysis Center for Science, Mathematics and Environmental Education.

12. Novak, J. D. (1977). A Theory of Education. Ithaca, NY: Cornell University Press, 1977. Paperback, 1986; Spanish, Madrid: Alianza Editorial; Portuguese; Basc, 1996, Zarautz (Gipuzkoa).

13. Ausubel, D. P., Novak, J. D., Hanesian, H. (1978). Educational Psychology: A Cognitive View (2nd ed.). New York: Holt, Rinehart and Winston. Reprinted, New York: Werbel & Peck, 1986.

14. Loehr, R., Jewell, W. J., Novak, J. D., Clarkson, W. W., Friedman, G. S., (1979). Land Application of Wastes, Vol I and II. New York: Van Nostrand Reinhold Co.

15. Helm, H., Novak, J. D., Eds. (1983). Proceedings of the International Seminar on Misconceptions in Science and Mathematics Conference, June 1983. Ithaca, NY: Cornell University, Department of Education.

16. Novak, J. D., Gowin, D. B. (1984). Learning How to Learn. New York and Cambridge, UK: Cambridge University Press. Also published in Spanish (1988), Apriendiendo a Apreender. Barcelona: Martinez Roca. Italian (1989). Imparando a Imparare. Torino: Stabilimento Grafico. Thai (1989). Title in Thai. Bankok: National Research Council. Japanese (1992) Title in Japanese. Tokyo: Toyokan Shuppansha. Arabic (1995) Title in Arabic. Riyadh: King Saud University Press. Finnish (1996) Helsinki: Gaudeamus Kirja. Portuguese (1996). Aprender a Aprender. Lisbon: Plantano Edicionas Technicas. Chinese (in press).

17. Novak, J. D., Ed. (1987). Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics Conference, June 1987. Ithaca, NY: Cornell University, Department of Education.

18. Gonzales, F. M., Novak, J. D. (1993). Aprendizaje Significativo Technicas y Aplicaciones. Serie: Educacion y Futuro #18. Madrid, Argentina: Editorial Cincels. A.

19. Novak, J. D., Ed. (1994). Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (August 1-4, 1993). Published electronically, Internet.  Access: www.mlrg.org.

20. Novak, J. D., Abrams, R. (1997). Proceedings of the Fourth International Conference on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, NY, June 15-18. Published electronically at http://www.mlrg.org

21. Novak, J. D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative tools in Schools and Corporations. Mawah, NJ: Lawrence Erlbaum and Associates. Spanish, 1998, Madrid: Alianza Editorial. Portuguese, 2000, Lisboa: Platano Edicoes Tecnicas. Italian, 2001. L'apprendimento significativo. Le mappe concettuali per creare e usare la conoscenza. Trento: Erickson.

22. Mintzes, J. J., Wandersee, J. H., Novak, J. D. (1998). Teaching Science for Understanding. San Diego, CA: Academic Press. Portuguese, 2000, Lisboa: Platano Edicoes Tecnicas.

23. Mintzes, J. J., Wandersee, J. H., Novak, J. D. (2000). Assessing Science Understanding. San Diego, CA: Academic Press.

24. Gonzales, F. G., Moya, F. C. I., Sarasibar, J. C., Rodriguez, J. J. L., Novak, J. D. (2000). Una aportacion a la mejora de la calidad de la docencia universitaria:Los mapas conceptuales. Pamplona:University Publica de Navarra Press.

25. Gonzales, F. G., Arroyo C. M., Novak, J. D. (2001) Errors Conceptuales: Diagnosis, Tratamiento y Reflexiones. Pamplona: Ediciones Eunate.