Educational Psychology: A Cognitive ViewHolt, Rinehart and Winston, 1978 - 733 ˹éÒ |
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... teaching . One is that knowledge of a given subject automatically confers competence in the teaching of that subject . The second states that if teaching skill apart from knowledge of subject matter does exist , it is innate " teachers ...
... teaching . One is that knowledge of a given subject automatically confers competence in the teaching of that subject . The second states that if teaching skill apart from knowledge of subject matter does exist , it is innate " teachers ...
˹éÒ 14
... teaching we mean primarily the deliberate guidance of learning processes along lines suggested by relevant classroom learning theory . It would seem reasonable to suppose , therefore , that the discovery of the most effective methods of ...
... teaching we mean primarily the deliberate guidance of learning processes along lines suggested by relevant classroom learning theory . It would seem reasonable to suppose , therefore , that the discovery of the most effective methods of ...
˹éÒ 499
... teacher certification should be based more on demonstrated competence in the later sequences of student teaching and apprentice teaching . Such performance / competency - based teacher education programs are certainly an improvement ...
... teacher certification should be based more on demonstrated competence in the later sequences of student teaching and apprentice teaching . Such performance / competency - based teacher education programs are certainly an improvement ...
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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