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Fundamentals of educational psychology / by O.B. Douglas, University of Texas and B.F. Holland, University of Texas.

Douglas, Oscar Berry, 1892- (author.)
Holland, Benjamin Franklin, (author.)
Publicerad: New York : Macmillan, 1938.
Engelska xv, 598 pages, plates
  • E-bok
Innehållsförteckning Sammanfattning Ämnesord
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  • part I. The subject matter and scientific bases of educational psychology -- part II. Environment and heredity -- part III. Learning -- part IV. Measurement in educational psychology.
  • "The subject of educational psychology embraces such diverse materials that the problem of selection, unification, and clarification is a most difficult one. We shall set forth some of the guiding principles followed in dealing with this threefold problem. The material has been selected from a large number of representative books and journals. Much of it is of experimental origin. In selecting particular items, two questions have dominated the thinking of the authors. First, is this material of interest or value to an educator? Second, does this material contribute to the development of a scientific attitude or to a basic understanding of the nature of the pupil? Because textbooks usually concentrate attention on the types of material needed by educators, the authors have freely consulted those which deal most adequately with each separate topic. In various instances, however, material has been selected from articles appearing in journals. The works most frequently inspected for material are those shown in bibliographies placed at the ends of the chapters. The concept of educational psychology as science has been one of the unifying principles. Part I deals primarily with this concept. In it an effort has been made to suggest the relation of educational psychology to other sciences, and to set forth the basic principles of scientific study and investigation. The aim is to acquaint the student with the point of view of the educational psychologist, particularly in regard to his subject matter and methods of collecting material. In the parts that follow Part I, the point of view is made apparent by constant reference to the reaction hypothesis and by the inclusion of and reference to scientific material. The final section on measurement is likewise intended to contribute to this point of view. Thus an effort has been made to employ the scientific concept of educational psychology as a unifying principle, A second and equally important unifying principle is a fourfold view and description of the pupil: the educational, the physiological, the genetic, and the social. The educational view is emphasized by constant reference to the teacher's problem and to the pupil as an adjusting organism. The physiological point of view is maintained by attempting to describe the physiology of behavior, not only in the chapter devoted to that topic but also in succeeding chapters dealing with somewhat distantly related topics. Indeed, it is the intention to keep the student constantly aware of the pupil as a physiological organism. An effort has been made to maintain the genetic point of view by description and reference to the growth, development, and maturation of both structures and functions. The social point of view is indicated at first by a description of the social aspects of environment and later by frequent reference to social factors in adjustment and learning. In brief, the authors have attempted to give a psychological account of the whole pupil"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved). 

Ämnesord

Educational psychology.  (LCSH)
Psychology, Educational.  (MeSH)

Klassifikation

LB1051 (LCC)
370.15 (DDC)
Eaa (kssb/8 (machine generated))
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