Educational Psychology: A Cognitive ViewThe basic premise of this book is that educational psychology is primarily concerned with the nature, conditions, outcomes, and evaluation of classroom learning. |
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˹éÒ 15
Disagreement with respect to ends , however , neither removes education from
the category of science nor makes it any less of an applied branch of knowledge .
It might be mentioned in passing that automobile engineers are also not entirely ...
Disagreement with respect to ends , however , neither removes education from
the category of science nor makes it any less of an applied branch of knowledge .
It might be mentioned in passing that automobile engineers are also not entirely ...
˹éÒ 16
The position we have adopted thus far in this book is that the principles
governing the nature and conditions of school learning can be discovered only
through an applied or engineering type of research that actually takes into
account both the ...
The position we have adopted thus far in this book is that the principles
governing the nature and conditions of school learning can be discovered only
through an applied or engineering type of research that actually takes into
account both the ...
˹éÒ 19
The third approach to educational research , research at the applied level , is the
most relevant and direct of the three , yet paradoxically is utilized least of all by
professional research workers in the field . When research is performed in
relation ...
The third approach to educational research , research at the applied level , is the
most relevant and direct of the three , yet paradoxically is utilized least of all by
professional research workers in the field . When research is performed in
relation ...
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THE ROLE AND SCOPE OF EDUCATIONAL | 3 |
MEANING AND MEANINGFUL LEARNING | 37 |
MEANINGFUL RECEPTION LEARNING | 83 |
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Educational Psychology: A Cognitive View David Paul Ausubel,Joseph Donald Novak,Helen Hanesian ÁØÁÁͧÍÂèÒ§ÂèÍ - 1978 |
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ability abstract academic achievement acquired acquisition activity actual adult already applied approach aspects assimilation attributes become changes child classroom cognitive structure completely concepts course creative culture dependent derived differentiated difficulty direct discipline discovery educational effect established evidence example existing experience facilitating fact factors findings function given greater Hence ideas important increase individual influence instances instruction intellectual intelligence involved kinds knowledge language largely later learner learning task less logical material meaning meaningful learning measure method motivation nature necessary objective operations organization particular personality positive possible potentially practice presented principles problem solving propositions psychological pupils reason reflects relationship relatively relevant response retention rote scores Second situations social stage status studies subject matter success teachers teaching tend theory tion transfer understanding variables verbal
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| ª×èÍ˹ѧÊ×Í | Educational Psychology: A Cognitive View |
| ¼Ùéáµè§ | David Paul Ausubel |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | Holt, Rinehart and Winston, 1968 |
| µé¹©ºÑºÁÒ¨Ò¡ | University of Michigan |
| á»Å§à»ç¹¢éÍÁÙÅ´Ô¨Ô·ÑÅ | 14 ¡.¤. 2008 |
| ISBN | 0030696402, 9780030696404 |
| ¤ÇÒÁÂÒÇ | 685 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |