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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discovery ( either providing the learner with a verbal explanation of the
underlying principles and permitting him to apply them autonomously to specific
examples , or encouraging him to discover the principles himself after working a
carefully ...
discovery ( either providing the learner with a verbal explanation of the
underlying principles and permitting him to apply them autonomously to specific
examples , or encouraging him to discover the principles himself after working a
carefully ...
˹éÒ 474
edge is self - discovered ; Meaning is an exclusive product of creative , nonverbal
discovery ; Subverbal awareness is the key to transfer ; The discovery method is
the principal method for transmitting subject matter content ; Problemsolving ...
edge is self - discovered ; Meaning is an exclusive product of creative , nonverbal
discovery ; Subverbal awareness is the key to transfer ; The discovery method is
the principal method for transmitting subject matter content ; Problemsolving ...
˹éÒ 493
Content is largely a matter of indifference , or incidental to the process of
discovery . Any kind of content is as good as any other as long as it lends itself to
discovery and inquiry . Hence , unsystematic and haphazard sampling of
scientific ...
Content is largely a matter of indifference , or incidental to the process of
discovery . Any kind of content is as good as any other as long as it lends itself to
discovery and inquiry . Hence , unsystematic and haphazard sampling of
scientific ...
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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 |