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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Theories of Learning versus Theories of Teaching Disillusionment regarding the
relevance and usefulness of learning theory for educational practice has been
responsible , in part , for the recent emergence of " theories of teaching " that are
...
Theories of Learning versus Theories of Teaching Disillusionment regarding the
relevance and usefulness of learning theory for educational practice has been
responsible , in part , for the recent emergence of " theories of teaching " that are
...
˹éÒ 118
interference theory in defining retention in terms of the dissociability of an
ideational element from its anchoring ideas , rather than in terms of the freedom
of discrete and arbitrary associations from the interfering effects of concurrently
active ...
interference theory in defining retention in terms of the dissociability of an
ideational element from its anchoring ideas , rather than in terms of the freedom
of discrete and arbitrary associations from the interfering effects of concurrently
active ...
˹éÒ 352
Collaboration of Subject Matter , Learning Theory , and Measurement Specialists
A basic premise of all curriculum reform projects is that only a person with subject
matter competence12 in a given discipline should prepare curriculum ...
Collaboration of Subject Matter , Learning Theory , and Measurement Specialists
A basic premise of all curriculum reform projects is that only a person with subject
matter competence12 in a given discipline should prepare curriculum ...
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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 |