Educational Psychology: A Cognitive View |
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Meaningful problem solving, in contrast to trial-and-error learning, is hypothesis-
oriented discovery learning requiring the transformation and reintegration of
existing knowledge to fit the demands of a specified goal or means—end
relationship ...
Meaningful problem solving, in contrast to trial-and-error learning, is hypothesis-
oriented discovery learning requiring the transformation and reintegration of
existing knowledge to fit the demands of a specified goal or means—end
relationship ...
˹éÒ 574
Incorporating the successful solution into cognitive structure (understanding it)
and then applying it both to the problem at hand and to other exemplars of the
same problem. Actually, of course, not all instances of problem solving manifest
all of ...
Incorporating the successful solution into cognitive structure (understanding it)
and then applying it both to the problem at hand and to other exemplars of the
same problem. Actually, of course, not all instances of problem solving manifest
all of ...
˹éÒ 581
It cannot be emphasized too strongly that the possession of relevant background
knowledge is an important determinant of problem-solving capacity. Heuristic
skill is no substitute for substantive knowledge in most everyday and academic ...
It cannot be emphasized too strongly that the possession of relevant background
knowledge is an important determinant of problem-solving capacity. Heuristic
skill is no substitute for substantive knowledge in most everyday and academic ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 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 subject matter success task teachers teaching tend theory tion transfer understanding variables verbal