Learning As A Function of Difficulty Values of the Learning Material: Learning To Be
(Sprache: Englisch)
Learning as a function of difficulty - value of the learning material is designed to create suitable learning conditions in the classroom. The author used the best means and methods of instruction out of so many available with him. In this way, she reaches...
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Learning as a function of difficulty - value of the learning material is designed to create suitable learning conditions in the classroom. The author used the best means and methods of instruction out of so many available with him. In this way, she reaches the objectives which she formulates in the beginning and increase the effectiveness of teaching to maximum level possible. This is done by controlling all the relevant factors such as the teaching process, contents strategies, material aids, behaviour of students, behaviour of teachers, educational environmental etc. It treats the learners as experimenter in the class who are given least opportunity to manipulate. The book thus fills a need of an hour for a systematic account of the concept and holding project work. An attempt has been made in this volume to document the strategies adapted for the better teaching-learning process.
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Text Sample:CHAPTER1, INTRODUCTION:
Research and development in Educational psychology now-a-days holds much promise for contributing directly to the improvement of educational practice. During the last two decades a lot of research in the educational field has been done and many developments have taken place both in the theory and practice of learning. As a result of this research work, it has been observed that conditions exercising negative influence on education at the different levels of instruction exist. Awareness of these facts is important to put educational practices and applications of educational approach in proper perspective.
In the more recent times, psychological studies about learning problems and conditions in school settings. In this connection learning abilities that may be improved through education are being rationally and purposefully identified. Efforts are made to understand, precisely, the nature, scope and objectives of learning matters and suitable procedures are adopted, accordingly, to reduce the possibilities of the recurrence of these negative influences, to ensure maximum learning achievement of the students and to develop more and more creative abilities in them.
From a psychological point of view, it would be expected that the child s experience is most important to his later behavior. It is in the period of childhood that progress is made from an organism, with a very limited repertoire of motor and verbal behavior under poor environmental control to an organism that has extremely complicated verbal and motor behavior under complex stimulus control including subtle social control.
Man, being a rational animal and being possessed of the power of reasoning, is amenable to undergo many desirable changes in respect of his behavior through the process of learning. The process of learning begins from the birth of a child and continues throughout his life when the child is born, his mind is just like a clean slate. His learning
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starts from the very time he comes into contact with his environment and begins to react with it. The changes that are produced in his behavior by his interactions with the environment are very conspicuous.
Learning occupies an important position in the field of psychology. Educational psychology is vitally interested in the study of the nature of learning and with the evolution of effective learning conditions in the school settings. The educational psychologists, (broadly speaking) are divided into two groups:
1. The Association Theorists (S.R)
2. The Cognitive Theorists (S.S)
The Association theorists relate learning to stimulus-events and response-events. The Cognitive theorists on the other hand believe that human beings manipulate or operate on concepts, images, and feelings that matter materially in a learning process. According to them the theory of association can be effective only to the extent of the most extremely changes in behavior. However the two groups of theorists are united in attempting to clearify very closely the learning processes and to identify the conditions within the organism and within the environment that influence learning.
An instructional system takes into account all the variables that affect learning performance in a school setting. In recent years research in educational psychology is conducted directly in school and in laboratories with school-age children. Because of the many variables that change from one school to another, teachers and other educational practioners are in constant need of gathering information to make important decisions based on such information. Then alone they can design effective instructional plan to suit varying needs of their students under varying school condition to keep abreast with a latest developments in the educational field. The instructional work plans have to be developed in the schools on the bases of latest psychological finding concepts, principles, and skills.
In the discussions of teac
Learning occupies an important position in the field of psychology. Educational psychology is vitally interested in the study of the nature of learning and with the evolution of effective learning conditions in the school settings. The educational psychologists, (broadly speaking) are divided into two groups:
1. The Association Theorists (S.R)
2. The Cognitive Theorists (S.S)
The Association theorists relate learning to stimulus-events and response-events. The Cognitive theorists on the other hand believe that human beings manipulate or operate on concepts, images, and feelings that matter materially in a learning process. According to them the theory of association can be effective only to the extent of the most extremely changes in behavior. However the two groups of theorists are united in attempting to clearify very closely the learning processes and to identify the conditions within the organism and within the environment that influence learning.
An instructional system takes into account all the variables that affect learning performance in a school setting. In recent years research in educational psychology is conducted directly in school and in laboratories with school-age children. Because of the many variables that change from one school to another, teachers and other educational practioners are in constant need of gathering information to make important decisions based on such information. Then alone they can design effective instructional plan to suit varying needs of their students under varying school condition to keep abreast with a latest developments in the educational field. The instructional work plans have to be developed in the schools on the bases of latest psychological finding concepts, principles, and skills.
In the discussions of teac
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Autoren-Porträt von Najmah Peerzada
Dr. Najmah Peerzada was born in Srinagar J&K, Kashmir. She took her B.A. (1984), M.A. (1986), M.Phil (1989) and Ph.D (2001) in Education from University of Kashmir. She is with the department of Education for last 25 years and is now working as Sr. Assistant Professor in Faculty of Education, University of Kashmir. She has so far published 18 research papers in various reputed education, psychology, social science journals at national and international level.
Bibliographische Angaben
- Autor: Najmah Peerzada
- 2014, Erstauflage, 84 Seiten, Maße: 15,5 x 22 cm, Kartoniert (TB), Englisch
- Verlag: Anchor Academic Publishing
- ISBN-10: 3954892723
- ISBN-13: 9783954892723
Sprache:
Englisch
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