Educational Psychology: A Cognitive View |
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86 Chapter 3 The Acquisition and Use of Concepts The Nature of Concepts
Problems in the Acquisition and Use of Concepts The Nature of Generic Meaning
Conceptual Terms and Cognitive Content Concepts and the Structure of
Disciplines ...
86 Chapter 3 The Acquisition and Use of Concepts The Nature of Concepts
Problems in the Acquisition and Use of Concepts The Nature of Generic Meaning
Conceptual Terms and Cognitive Content Concepts and the Structure of
Disciplines ...
˹éÒ 96
Principles differ from concepts in that they involve meaningful relational
combinations of concepts that are propositional in nature. In other words, a
principle, by definition, is a composite idea. Although many concepts, especially
those of a ...
Principles differ from concepts in that they involve meaningful relational
combinations of concepts that are propositional in nature. In other words, a
principle, by definition, is a composite idea. Although many concepts, especially
those of a ...
˹éÒ 116
And, as we shall demonstrate in later chapters (Part Four), discovery learning can
also be, and in most classrooms typically is, rote in nature because it does not
conform to the conditions of meaningful learning. Meaningful reception learning
is ...
And, as we shall demonstrate in later chapters (Part Four), discovery learning can
also be, and in most classrooms typically is, rote in nature because it does not
conform to the conditions of meaningful learning. Meaningful reception learning
is ...
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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