LEADER 03374oam 2200685 450 001 9910153089003321 005 20230803220417.0 010 $a1292052694$belectronic book 010 $a9781292052694$belectronic book 010 $z1292040076$bpaperback 010 $z9781292040073$bpaperback 035 $a(CKB)2550000001160201 035 $a(SSID)ssj0001257195 035 $a(PQKBManifestationID)12460494 035 $a(PQKBTitleCode)TC0001257195 035 $a(PQKBWorkID)11293256 035 $a(PQKB)11734844 035 $a(MiAaPQ)EBC5174330 035 $a(MiAaPQ)EBC5176372 035 $a(MiAaPQ)EBC5833545 035 $a(MiAaPQ)EBC5137678 035 $a(MiAaPQ)EBC6400379 035 $a(Au-PeEL)EBL5137678 035 $a(CaONFJC)MIL543406 035 $a(OCoLC)1015884116 035 $a(EXLCZ)992550000001160201 100 $a20210428d2014 uy 0 101 0 $aeng 135 $aurcn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPsychology of learning for instruction /$fMarcy Driscoll 205 $aThird edition. 210 1$aHarlow, England :$cPearson Education, Limited,$d[2014] 210 4$dİ2014 215 $a1 online resource (464 pages) $cillustrations 300 $a"Always learning"--Cover. 300 $a"Pearson custom library" 300 $aPrevious edition: 1999. 311 08$a1-292-04007-6 311 08$a1-306-12155-8 320 $aIncludes bibliographical references and index. 327 $aChapter 1. Introduction to theories of learning and instruction -- Chapter 2. Radical behaviorism -- Chapter 3. Cognitive information processing -- Chapter 4. Meaningful learning and schema theory -- Chapter 5. Situated cognition -- Chapter 6. Cognitive and knowledge development -- Chapter 7. Interactional theories of cognitive development -- Chapter 8. Biological bases of learning and memory -- Chapter 9. Motivation and self-regulation in learning -- Chapter 10. Gagne?'s theory of instruction -- Chapter 11. Constructivism. 330 $aThe Third Edition of this popular text continues its in-depth, practical coverage with a focus on learning and instruction that presents the latest psychological and educational models and research to the students of today's learning society. Psychology of Learning for Instruction, Third Edition, focuses on the applications and implications of the learning theories. Using excellent examples ranging from primary school instruction to corporate training, this text combines the latest thinking and research to give students the opportunity to explore the individual theories as viewed by the experts. Students are encouraged to apply "reflective practice," which is designed to foster a critical and reflective mode of thinking when considering any particular approach to learning and instruction. 606 $aLearning, Psychology of 606 $aCognitive learning theory 606 $aTeaching 615 0$aLearning, Psychology of. 615 0$aCognitive learning theory. 615 0$aTeaching. 676 $a370.1523 700 $aDriscoll$b Marcy Perkins$01082236 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910153089003321 996 $aPsychology of learning for instruction$92597347 997 $aUNINA LEADER 01402oas 2200469 a 450 001 9910133388903321 005 20120210140910.0 035 $a(CKB)3390000000047395 035 9 $aocm60377068 035 $a(OCoLC)60377068$z(OCoLC)667855570 035 $a(EXLCZ)993390000000047395 100 $a20050516b19812005 sa 101 0 $aeng 135 $auran||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWater resources data$iOhio$b[electronic resource] 210 $aColumbus, OH $cU.S. Dept. of the Interior, U.S. Geological Survey$d-2006 215 $avolumes $cdigital, PDF files 225 1 $aWater-data report 606 $aWater resources development$zOhio$vPeriodicals 606 $aWater-supply$zOhio$vStatistics$vPeriodicals 606 $aStream measurements$zOhio$vStatistics$vPeriodicals 606 $aWater quality$zOhio$vStatistics$vPeriodicals 608 $aStatistics.$2lcgft 615 0$aWater resources development 615 0$aWater-supply 615 0$aStream measurements 615 0$aWater quality 712 02$aGeological Survey (U.S.) 801 0$bGPO 801 1$bGPO 801 2$bOCL 801 2$bIUL 801 2$bGPO 801 2$bOCLCE 801 2$bGPO 906 $aJOURNAL 912 $a9910133388903321 996 $aWater resources data$91982357 997 $aUNINA