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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... structure — but typically with the benefit of concrete - empirical props , namely ,
exemplars of the various attributes . ... of an attribute suffices as a prop as
opposed to the multiple exemplars of the concept that are given in concrete -
empirical ...
... structure — but typically with the benefit of concrete - empirical props , namely ,
exemplars of the various attributes . ... of an attribute suffices as a prop as
opposed to the multiple exemplars of the concept that are given in concrete -
empirical ...
˹éÒ 201
Concrete - empirical props also need not necessarily be nonverbal or tangible (
objects , pictures ) . ... or attributes of a concept are very adequate
concreteempirical props in learning abstract propositions and secondary
concepts respectively .
Concrete - empirical props also need not necessarily be nonverbal or tangible (
objects , pictures ) . ... or attributes of a concept are very adequate
concreteempirical props in learning abstract propositions and secondary
concepts respectively .
˹éÒ 208
and then proceeds to dispense with props entirely in acquiring additional
abstractions . His dependence on concrete - empirical props , in other words , is
temporary and reflective of circumscribed cognitive immaturity in particular
subject ...
and then proceeds to dispense with props entirely in acquiring additional
abstractions . His dependence on concrete - empirical props , in other words , is
temporary and reflective of circumscribed cognitive immaturity in particular
subject ...
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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 |