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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It is for this reason that thinking becomes hypothetico - deductive in nature , that
is , refers to all possible relationships between variables rather than to
relationships constrained by reference to particular instances . Determinants of
Change It is ...
It is for this reason that thinking becomes hypothetico - deductive in nature , that
is , refers to all possible relationships between variables rather than to
relationships constrained by reference to particular instances . Determinants of
Change It is ...
˹éÒ 323
Actually , however , it is quite possible to vary each dimension independently ,
once task size is determined as described above ; this can be done either by
adding or deleting steps or by otherwise modifying the task units so as to
increase or ...
Actually , however , it is quite possible to vary each dimension independently ,
once task size is determined as described above ; this can be done either by
adding or deleting steps or by otherwise modifying the task units so as to
increase or ...
˹éÒ 567
In the first place , he knows what is realistically possible and how best to
implement it . There is no rigid dichotomy between knowing what is possible and
knowing what is desirable . In fact , since it would be patently foolish to aim for
what is ...
In the first place , he knows what is realistically possible and how best to
implement it . There is no rigid dichotomy between knowing what is possible and
knowing what is desirable . In fact , since it would be patently foolish to aim for
what is ...
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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 |