Educational Psychology: A Cognitive View |
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These movements seek greater emphasis on the basic, unifying principles of the
different academic disciplines, on more efficient sequencing and pacing of
subject-matter content, on more adequate depth of coverage, on consonance
with ...
These movements seek greater emphasis on the basic, unifying principles of the
different academic disciplines, on more efficient sequencing and pacing of
subject-matter content, on more adequate depth of coverage, on consonance
with ...
˹éÒ 241
functioning in each new subject-matter area encountered—even after he or she
reaches the abstract stage of development on an overall basis. Second, once the
individual attains this latter general stage, however, the transition to abstract ...
functioning in each new subject-matter area encountered—even after he or she
reaches the abstract stage of development on an overall basis. Second, once the
individual attains this latter general stage, however, the transition to abstract ...
˹éÒ 502
Yet there are no really adequate measures of a teacher's actual grasp of his or
her subject-matter field in terms of such crucial dimensions as
comprehensiveness; cogency; stability; lucidity and precision of concepts;
integration of relationships ...
Yet there are no really adequate measures of a teacher's actual grasp of his or
her subject-matter field in terms of such crucial dimensions as
comprehensiveness; cogency; stability; lucidity and precision of concepts;
integration of relationships ...
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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