Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... objectives might be derived, and how they might be used to determine the type and order of educational experiences that would be most likely to ensure the realization of the stated objectives. As such, Tyler indicated how behavioural ...
... objectives might be derived, and how they might be used to determine the type and order of educational experiences that would be most likely to ensure the realization of the stated objectives. As such, Tyler indicated how behavioural ...
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... objectives . Recommendations for both types of objectives will be taken in the fall 1997. It has been proposed that in order to reach the second overall ... Objectives Development The 2010 objectives should be useful 17 Types Of Objectives.
... objectives . Recommendations for both types of objectives will be taken in the fall 1997. It has been proposed that in order to reach the second overall ... Objectives Development The 2010 objectives should be useful 17 Types Of Objectives.
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... objectives are very general in the way they describe what has to be achieved, but they are not much help in getting a particular job done. So, if you are given the objective 'To ... objectives? Objectives should be SMART: 26. Session. B.
... objectives are very general in the way they describe what has to be achieved, but they are not much help in getting a particular job done. So, if you are given the objective 'To ... objectives? Objectives should be SMART: 26. Session. B.
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The Role and Scope of Educational Psychology | 3 |
Language and Cognitive Functioning | 71 |
Meaningful Reception Learning and Retention | 115 |
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ability abstract acquired acquisition adolescents adult advance organizers anchoring ideas anxiety aspects attitudes Ausubel behavior Child Development cognitive development cognitive structure component concept formation concept learning concrete-empirical props creativity criterial attributes curriculum developmental differentiation discipline discovery learning dissociability strength Educational Psychology effects enhance example existing experience experimental facilitate factors feedback genic Hence important individual influence instruction intellectual intelligence intrinsic motivation involved Journal of Educational Klausmeier knowledge language learner learning and retention learning material learning task less logical logical operations meaningful learning meaningfully meanings measure mental Psychology method motivation objectives overlearning particular personality Piaget potentially meaningful practice principles problem solving propositions pupils relationship relative relevant response retroactive interference role rote learning school learning scores sequentially situations social Social Psychology stage status subject matter subject-matter substantive subsumers superordinate teachers teaching tend tion tive transfer variables