SCHEMA THEORY AND THE DESIGN OF CONTENT-AREA TEXTBOOKS

被引：21

作者：

ARMBRUSTER, BB

机构：

来源：

EDUCATIONAL PSYCHOLOGIST | 1986年 / 21卷 / 04期

关键词：

D O I：

10.1207/s15326985ep2104_2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：253 / 267

页数：15

共 49 条

[1]

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[2]

Anderson R.C., 1984, LEARNING READ AM SCH, P243

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ANDERSON, RC ;

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SHIREY, LL .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1983, 75 (02) :271-279

[4] SCHEMATA AS SCAFFOLDING FOR REPRESENTATION OF INFORMATION IN CONNECTED DISCOURSE [J].

ANDERSON, RC ;

SPIRO, RJ ;

ANDERSON, MC .

AMERICAN EDUCATIONAL RESEARCH JOURNAL, 1978, 15 (03) :433-440

[5]

Anderson RC., 1984, HDB READING RES, P255, DOI DOI 10.1017/CBO9781139524513.007

[6] STRUCTURES OF EXPLANATIONS IN HISTORY TEXTBOOKS OR SO WHAT IF GOVERNOR STANFORD MISSED THE SPIKE AND HIT THE RAIL [J].

ARMBRUSTER, BB ;

ANDERSON, TH .

JOURNAL OF CURRICULUM STUDIES, 1984, 16 (02) :181-194

[7]

ARMBRUSTER BB, 1985, TECHNOLOGY TEXT, V2, P90

[8]

Ausubel D. P., 1968, ED PSYCHOL COGNITIVE

[9] ROLE OF DISCRIMINABILITY IN MEANINGFUL PARALLEL LEARNING [J].

AUSUBEL, DP ;

YOUSSEF, M .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1963, 54 (06) :331-336

[10] FACILITATING RETENTION THROUGH INSTRUCTION ABOUT TEXT STRUCTURE [J].

BARNETT, JE .

JOURNAL OF READING BEHAVIOR, 1984, 16 (01) :1-13

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