Educational Psychology: A Cognitive View |
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Meaningful Learning versus the Learning of Meaningful Material Meaningful
learning is not to be interpreted simply as the learning of meaningful material. In
meaningful learning, the materials are only potentially meaningful. If they were ...
Meaningful Learning versus the Learning of Meaningful Material Meaningful
learning is not to be interpreted simply as the learning of meaningful material. In
meaningful learning, the materials are only potentially meaningful. If they were ...
˹éÒ 149
week after reading the long passage, and thus represented information likely to
be meaningfully learned by these students. ... One explanation identifies
meaningful learning with the learning of meaningful material, and advances all of
the ...
week after reading the long passage, and thus represented information likely to
be meaningfully learned by these students. ... One explanation identifies
meaningful learning with the learning of meaningful material, and advances all of
the ...
˹éÒ 150
Thus the same reasons that explain why more meaningful materials are rotely
learned and retained more readily than less meaningful materials are, do not
necessarily explain why meaningful learning and retention outcomes are
superior to ...
Thus the same reasons that explain why more meaningful materials are rotely
learned and retained more readily than less meaningful materials are, do not
necessarily explain why meaningful learning and retention outcomes are
superior to ...
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The Role and Scope of Educational Psychology | 3 |
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 studies subject-matter success task teachers teaching tend theory tion transfer understanding variables verbal
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| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéà¢Õ¹ | David Paul Ausubel, Joseph Donald Novak, Helen Hanesian |
| ©ºÑº | 2, ©ºÑº·ÕèÁÕÀÒ¾»ÃСͺ |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1978 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 3 ¾.Â. 2006 |
| ISBN | 0030899516, 9780030899515 |
| ¤ÇÒÁÂÒÇ | 733 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |