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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Researchers in these fields have no objection , of course , if their findings are
applied to practical problems which have social value ; in fact , there is reason to
believe that they are motivated to some extent by this consideration . But the
design ...
Researchers in these fields have no objection , of course , if their findings are
applied to practical problems which have social value ; in fact , there is reason to
believe that they are motivated to some extent by this consideration . But the
design ...
˹éÒ 18
because it is not oriented toward solving educational problems ; and its findings ,
if relevant , are applicable only if much additional research is performed to
translate general principles into the more specific form they have to assume in
the task ...
because it is not oriented toward solving educational problems ; and its findings ,
if relevant , are applicable only if much additional research is performed to
translate general principles into the more specific form they have to assume in
the task ...
˹éÒ 502
This finding , of course , was wholly predictable , since the fostering of such
complete passivity in problem - solving ... J . E . Kittell ' s ( 1957 ) findings in a
similar type of experiment with sixth - grade pupils were , if anything , even more
...
This finding , of course , was wholly predictable , since the fostering of such
complete passivity in problem - solving ... J . E . Kittell ' s ( 1957 ) findings in a
similar type of experiment with sixth - grade pupils were , if anything , even more
...
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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 |