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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Some types of logical operations ( equivalence , eliminative ) and approaches to
problem solving ( trial - and - error versus insightful ) appear to differ in degree
rather than in kind from one age level to another . & The evidence indicates that ...
Some types of logical operations ( equivalence , eliminative ) and approaches to
problem solving ( trial - and - error versus insightful ) appear to differ in degree
rather than in kind from one age level to another . & The evidence indicates that ...
˹éÒ 199
One important manifestation of this constraint is that many significant logical
operations ( in fact , all those , such as ... Thus , because he cannot perform the
logical operation of " reversibility , ” he cannot ( unlike the concrete or abstract ...
One important manifestation of this constraint is that many significant logical
operations ( in fact , all those , such as ... Thus , because he cannot perform the
logical operation of " reversibility , ” he cannot ( unlike the concrete or abstract ...
˹éÒ 201
With the advent of logical operations , and particularly of the operation of
reversibility , the concrete - operational child exhibits conservation ( Eifermann
and Etzion , 1964 ; Piaget , 1950 , 1952a ; Smedslund , 1962 ) in his thinking and
...
With the advent of logical operations , and particularly of the operation of
reversibility , the concrete - operational child exhibits conservation ( Eifermann
and Etzion , 1964 ; Piaget , 1950 , 1952a ; Smedslund , 1962 ) in his thinking and
...
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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 |