Educational Psychology: A Cognitive View |
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We could, for example, discover as an empirical fact that using teaching method
X facilitates learning. But the practical value of such knowledge is quite limited.
Would it not be preferable to formulate the research problem so that we could ...
We could, for example, discover as an empirical fact that using teaching method
X facilitates learning. But the practical value of such knowledge is quite limited.
Would it not be preferable to formulate the research problem so that we could ...
˹éÒ 478
Adult versus Peer Group Norms It is impossible for anyone to teach in a
secondary school or college for any length of time without becoming aware of the
fact that a distinct adolescent subculture exists, and that the values of this
subculture are ...
Adult versus Peer Group Norms It is impossible for anyone to teach in a
secondary school or college for any length of time without becoming aware of the
fact that a distinct adolescent subculture exists, and that the values of this
subculture are ...
˹éÒ 602
The fact that educational objectives have been vaguely stated in the past or that
measurement of educational outcomes has hitherto focused on relatively trivial
aspects of school learning does not mean that this must necessarily be the case.
The fact that educational objectives have been vaguely stated in the past or that
measurement of educational outcomes has hitherto focused on relatively trivial
aspects of school learning does not mean that this must necessarily be the case.
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Knowledge | 64 |
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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 necessary 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