Educational Psychology: A Cognitive View |
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either completely autonomous discovery or the provision of complete guidance.
Wittrock (1963c) and Wittrock and Twelker (1964) further substantiated this
conclusion recently in well-controlled studies in which college students were
taught to ...
either completely autonomous discovery or the provision of complete guidance.
Wittrock (1963c) and Wittrock and Twelker (1964) further substantiated this
conclusion recently in well-controlled studies in which college students were
taught to ...
˹éÒ 520
The discovery method is especially appropriate for learning scien . tịfic method (
how new knowledge is discovered ) in a particular discipline . It is also more
appropriate in the preschool and early elementary - school years when more
concept ...
The discovery method is especially appropriate for learning scien . tịfic method (
how new knowledge is discovered ) in a particular discipline . It is also more
appropriate in the preschool and early elementary - school years when more
concept ...
˹éÒ 550
Similarly , Gagné and Brown ( 1961 ) conducted an experiment in which one
group of learners ( " guided discovery ' ' ) was required to discover a principle
after working a hierarchy of problems that reduced the learning task to a
graduated ...
Similarly , Gagné and Brown ( 1961 ) conducted an experiment in which one
group of learners ( " guided discovery ' ' ) was required to discover a principle
after working a hierarchy of problems that reduced the learning task to a
graduated ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject matter success task teachers teaching tend theory tion transfer understanding variables verbal