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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Why Educational Psychology for Prospective Teachers ? Any justification for
educational psychology as a science obviously rests on two fundamental
premises : ( a ) that the nature of classroom learning and the factors influencing
such ...
Why Educational Psychology for Prospective Teachers ? Any justification for
educational psychology as a science obviously rests on two fundamental
premises : ( a ) that the nature of classroom learning and the factors influencing
such ...
˹éÒ 12
The methods courses would go into detail about the many complexities of the
classroom teaching process , both generally and for particular age groups and
subject matters . The Logical Argument In contrast to Gage ' s historical argument
...
The methods courses would go into detail about the many complexities of the
classroom teaching process , both generally and for particular age groups and
subject matters . The Logical Argument In contrast to Gage ' s historical argument
...
˹éÒ 452
In general , degree and quality of teachers ' academic preparation , as indicated
by grade - point average , amount of ... bears only a low positive relationship to
pupil learning outcomes and supervisors ' ratings of success in teaching ( Barr ...
In general , degree and quality of teachers ' academic preparation , as indicated
by grade - point average , amount of ... bears only a low positive relationship to
pupil learning outcomes and supervisors ' ratings of success in teaching ( Barr ...
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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 |