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 301
The learner's responses during the course of practice may be completely
unaided , on the one hand , or receive the benefit of varying degrees of external
assistance , on the other . The nature and significance of such assistance
obviously ...
The learner's responses during the course of practice may be completely
unaided , on the one hand , or receive the benefit of varying degrees of external
assistance , on the other . The nature and significance of such assistance
obviously ...
˹éÒ 340
The student “ can't see the forest for the trees . ” 9 Much of the inappropriately
high level of sophistication of the BSCS textbooks is undoubtedly a deliberate
overreaction to the outdated content , paucity of explanatory ideas , the
completely ...
The student “ can't see the forest for the trees . ” 9 Much of the inappropriately
high level of sophistication of the BSCS textbooks is undoubtedly a deliberate
overreaction to the outdated content , paucity of explanatory ideas , the
completely ...
˹éÒ 392
But , as already explained , since the effects of specific knowledgeability were not
eliminated , the influence of cognitive factors was not completely controlled . The
" repression " hypothesis is also particularly inapplicable here , inasmuch ...
But , as already explained , since the effects of specific knowledgeability were not
eliminated , the influence of cognitive factors was not completely controlled . The
" repression " hypothesis is also particularly inapplicable here , inasmuch ...
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PSYCHOLOGY | 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 |