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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problem - solving ability , much " teaching for problem solving ” necessarily
involves the efficient transmission of ... Teaching for critical thinking ” and “
teaching for problem solving ” are really somewhat grandiose slogans , although
obviously ...
problem - solving ability , much " teaching for problem solving ” necessarily
involves the efficient transmission of ... Teaching for critical thinking ” and “
teaching for problem solving ” are really somewhat grandiose slogans , although
obviously ...
˹éÒ 548
Intrapersonal Factors Intelligence is one of the most important determinants of
problemsolving ability . ... abilities measured by the intelligence test (
comprehension , memory , information processing , ability to analyze ) affect
problem solving .
Intrapersonal Factors Intelligence is one of the most important determinants of
problemsolving ability . ... abilities measured by the intelligence test (
comprehension , memory , information processing , ability to analyze ) affect
problem solving .
˹éÒ 549
Sex differences in verbal problem solving ( Munn , 1954 ) and causal thinking (
Russell , 1940 ) are not significant , but boys tend to surpass girls in mechanical
puzzle problems ( Munn , 1954 ) and in arithmetical reasoning . Motivational traits
...
Sex differences in verbal problem solving ( Munn , 1954 ) and causal thinking (
Russell , 1940 ) are not significant , but boys tend to surpass girls in mechanical
puzzle problems ( Munn , 1954 ) and in arithmetical reasoning . Motivational traits
...
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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 |