Literaturnachweis - Detailanzeige
Autor/in | Reigeluth, Charles M. |
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Titel | Meaningfulness and Instruction: Relating What Is Being Learned to What a Student Knows. |
Quelle | In: Instructional Science, 12 (1983) 3, S.197-218Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Cognitive Objectives; Cognitive Processes; Educational Research; Epistemology; Instructional Design; Learning Processes; Learning Theories; Literature Reviews; Mnemonics; Models; Teaching Methods Kognitives Lernziel; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Erkenntnistheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Learning theory; Lerntheorie; Mnemotechnik; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done through mnemonics, sequencing, and synthesizing. (MBR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |