概念學習的階層定義與診斷

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dc.contributor.author趙寧zh_tw
dc.contributor.authorJohnny N. Chaoen_US
dc.date.accessioned2014-10-27T15:18:54Z
dc.date.available2014-10-27T15:18:54Z
dc.date.issued1998-10-??zh_TW
dc.description.abstractConcept learning has long been recognized as a fundamental form of school-related learning. Scholars in a variety of disciplines have identified concepts as a basic unit of instruction. This study was intended to focus on the previous research related to concept learning levels of concepts attainment, providing concept definition, concept examples, nonexamples, and estimate instance difficulty. This study is presented with the desire that it will bring us closer to a comprehensive understanding on the definition and estimate instance difficulty of concept learning.en_US
dc.identifier50585B56-18B0-7857-39A7-8A90EB20C9F4zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/15242
dc.language中文zh_TW
dc.publisher國立台灣師範大學圖書資訊研究所zh_tw
dc.publisherGraduate Institute of Library and Information Studiesen_US
dc.relation24(2)，86-102zh_TW
dc.relation.ispartof圖書館學與資訊科學zh_tw
dc.subject.other概念階層zh_tw
dc.subject.other概念定義zh_tw
dc.subject.other概念困難度zh_tw
dc.subject.otherConcepts attainmenten_US
dc.subject.otherConcept examplesen_US
dc.subject.otherConcept learning levelsen_US
dc.subject.otherEstimate instance difficultyen_US
dc.title概念學習的階層定義與診斷zh-tw
dc.title.alternativeDefinition and Estimate Instance Difficulty of Concept Learningzh_tw

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