Educational Psychology: A Cognitive View |
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First, the subject-matter content must be worthwhile, lead to meaningful
knowledge, and be consonant with contemporary scholarship. Second, the
standards themselves need to be differentially applied so as to demand from
each pupil what ...
First, the subject-matter content must be worthwhile, lead to meaningful
knowledge, and be consonant with contemporary scholarship. Second, the
standards themselves need to be differentially applied so as to demand from
each pupil what ...
˹éÒ 185
Students with an extensive knowledge of Christianity are better able to learn
principles of Buddhism than are students of equal academic aptitude who have
less knowledge of Christianity (Ausubel & Fitzgerald, 1961). Similarly, subjects
who ...
Students with an extensive knowledge of Christianity are better able to learn
principles of Buddhism than are students of equal academic aptitude who have
less knowledge of Christianity (Ausubel & Fitzgerald, 1961). Similarly, subjects
who ...
˹éÒ 203
would not be to provide students with knowledge that is applicable to the
everyday problems of living. This “social utility” objective of education has long
since been discarded as impracticable. In most instances of nonvocational
classroom ...
would not be to provide students with knowledge that is applicable to the
everyday problems of living. This “social utility” objective of education has long
since been discarded as impracticable. In most instances of nonvocational
classroom ...
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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