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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Reception versus Discovery Learning In reception learning ( rote or meaningful )
the entire content of what is to be learned is presented to the learner in final form .
The learning task does not involve any independent discovery on his part .
Reception versus Discovery Learning In reception learning ( rote or meaningful )
the entire content of what is to be learned is presented to the learner in final form .
The learning task does not involve any independent discovery on his part .
˹éÒ 23
bodies of subject matter are acquired through reception learning , whereas the
everyday problems of living are solved through discovery learning . Nevertheless
, some overlap of function obviously exists : knowledge acquired through ...
bodies of subject matter are acquired through reception learning , whereas the
everyday problems of living are solved through discovery learning . Nevertheless
, some overlap of function obviously exists : knowledge acquired through ...
˹éÒ 24
Meaningful versus Rote Learning Although the distinction between reception and
discovery learning discussed above has absolutely nothing to do with the rote -
meaningful dimension of the learning process , the two dimensions of learning ...
Meaningful versus Rote Learning Although the distinction between reception and
discovery learning discussed above has absolutely nothing to do with the rote -
meaningful dimension of the learning process , the two dimensions of learning ...
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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 |