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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THE ROLE AND SCOPE OF EDUCATIONAL PSYCHOLOGY IN CONSIDERING
THE ROLE AND SCOPE OF EDUCATIONAL PSYCHOLOGY in modern
education , we shall want to examine a number of important issues . First and
foremost ...
THE ROLE AND SCOPE OF EDUCATIONAL PSYCHOLOGY IN CONSIDERING
THE ROLE AND SCOPE OF EDUCATIONAL PSYCHOLOGY in modern
education , we shall want to examine a number of important issues . First and
foremost ...
˹éÒ 566
Such evaluation is typically longitudinal or extended in nature since the effects of
a curriculum on the educational product are not ascertainable immediately .
These kinds of evaluative studies , therefore , involve the systematic collection of
...
Such evaluation is typically longitudinal or extended in nature since the effects of
a curriculum on the educational product are not ascertainable immediately .
These kinds of evaluative studies , therefore , involve the systematic collection of
...
˹éÒ 675
... 471 - 473 , 481 - 484 advantages of , 472 and curriculum reform , 498
educational rationale of , 471 empirical support for ... 497 - 504 role of
progressive education movement in , 468 , 469 and scientific method , 470 time -
cost consideration ...
... 471 - 473 , 481 - 484 advantages of , 472 and curriculum reform , 498
educational rationale of , 471 empirical support for ... 497 - 504 role of
progressive education movement in , 468 , 469 and scientific method , 470 time -
cost consideration ...
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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 |