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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D. Ausubel and D. Fitzgerald ( 1962 ) found that degree of knowledge of
antecedent learning material is positively related to the learning of a sequentially
dependent passage ; but the number of times that the first passage is read bears
no ...
D. Ausubel and D. Fitzgerald ( 1962 ) found that degree of knowledge of
antecedent learning material is positively related to the learning of a sequentially
dependent passage ; but the number of times that the first passage is read bears
no ...
˹éÒ 289
In a sequentially dependent learning situation , one would expect degree of
retained knowledge of early background material crucially to affect learning of the
later material by providing relevant ideational scaffolding for it . Hence , if such ...
In a sequentially dependent learning situation , one would expect degree of
retained knowledge of early background material crucially to affect learning of the
later material by providing relevant ideational scaffolding for it . Hence , if such ...
˹éÒ 290
Sequential dependence , however , also implies that the learning of the later
material actually presupposes knowledge of the earlier material and is
impossible without it . In sequentially independent situations , on the other hand ,
knowledge ...
Sequential dependence , however , also implies that the learning of the later
material actually presupposes knowledge of the earlier material and is
impossible without it . In sequentially independent situations , on the other hand ,
knowledge ...
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PSYCHOLOGY | 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 |