Educational Psychology: A Cognitive View |
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rial simply be nonarbitrarily and substantively relatable to correspondingly
relevant ideas in the abstract sense of the term (to correspondingly relevant ideas
that some human beings could learn under appropriate circumstances); it is also
...
rial simply be nonarbitrarily and substantively relatable to correspondingly
relevant ideas in the abstract sense of the term (to correspondingly relevant ideas
that some human beings could learn under appropriate circumstances); it is also
...
˹éÒ 168
In the more specific and short-term sense, cognitive structure variables refer to
the substantive and organizational properties of just the immediately or
proximately relevant concepts and propositions within cognitive structure that
affect the ...
In the more specific and short-term sense, cognitive structure variables refer to
the substantive and organizational properties of just the immediately or
proximately relevant concepts and propositions within cognitive structure that
affect the ...
˹éÒ 361
Johnson's Model Component Relevant Elements in Assimilation Theory
Selection of teaching approaches Concrete props, when needed, require
teaching approaches that introduce these props in proper order. Development of
primary and ...
Johnson's Model Component Relevant Elements in Assimilation Theory
Selection of teaching approaches Concrete props, when needed, require
teaching approaches that introduce these props in proper order. Development of
primary and ...
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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