example of David p. ausubal ' theory
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David Paul Ausubel (October 25, 1918 – July 9, 2008) was an American psychologist. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on advance organizers[1] since 1960.
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Ausubel Theories:
1- Meaningful Verbal Learning:
According to Ausubel, meaning is created through some forms of representational equivalence between language and mental context. There are two processes involved:
First: Reception, which is employed in meaningful verbal learning.
Second: Discovery, which is involved in concept formation and problem solving.
Ausubel’s work is usually compared to Bruner’s work because both of them held similar views about the hierarchical nature of knowledge. However, Bruner gave more emphasis on discovery process. On the other hand, Ausubel was strongly oriented toward the verbal learning methods of speaking, reading, and writing.
2- Subsumption Theory:
Ausubel subsumption theory is based on the idea that an individual's existing cognitive structure (organization, stability and clarity of knowledge in a particular subject) is the principal and basic factor influencing the learning and retention of meaningful new material. It describes the importance of relating new ideas to a student’s existing knowledge base before the new material is presented. This theory is applied in the 'advance organizer' strategy developed by Ausubel. From Ausubel’s perspective, this is the meaning of learning.
When information is subsumed into the learner's cognitive structure it is organized hierarchically. New material can be subsumed in two different ways, and for both of these, no meaningful learning takes place unless a stable cognitive structure exists. This existing structure provides a framework into which the new learning is related, hierarchically, to the previous information or concepts in the individual's cognitive structure. Ausubel, whose theories are particularly relevant for educators, considered neo-behaviorist views inadequate. Although he recognized other forms of learning, his work focused on verbal learning. He dealt with the nature of meaning, and believes the external world acquires meaning only as it is converted into the content of consciousness by the learner.
When one encounters completely new unfamiliar material, then rote learning, as opposed to meaningful learning, takes place. This rote learning may eventually contribute to the construction of a new cognitive structure which can later be used in meaningful learning. The two types of subsumption are: 1. Correlative subsumption - new material is an extension or elaboration of what is already known. 2. Derivative subsumption - new material or relationships can be derived from the existing structure. Information can be moved in the hierarchy, or linked to other concepts or information to create new interpretations or meaning. From this type of subsumption, completely new concepts can emerge, and previous concepts can be changed or expanded to include more of the previously existing information. This is "figuring out."
There are three prerequisites in order to significant learning to occur:
1- The material itself must have a logical meaning,
2- Learner must be proactive in the new concept of knowledge and there is adequate contact between the tendencies,
3- Learners’ existing cognitive structures must have the proper assimilation of new knowledge and ideas.
3- Motivation Theory:
Ausubel's learning theory also attaches great importance to student motivation. According to his view, by the cognitive drive achievement motivation, self-improving internal driving force, and the subsidiary internal driving composition. Cognitive drive is a student desire knowledge, understanding and mastery of knowledge and representations and the need to solve the problem. This inner driving force began in the curious tendency of students, and to explore, manipulate, understand and cope with the psychological environment, the tendency is one of the most important and most stable motivations. Self-improvement is the internal driving force by virtue of their ability of students to win the corresponding position or achievement needs. Subsidiary of individuals in order to maintain internal driving means or the authority of their elders (parents or teachers praise or recognition, and performance out of a well to study or work needs, is an external motivation, age has a more obvious characteristics. learning motivation will not have a direct impact on learning, but through an indirect way of enhancing and promoting learning impact. Research indicates that: motivation, moderate-intensity excitation, or to arouse, to learn with good results.
1- Meaningful Verbal Learning:
According to Ausubel, meaning is created through some forms of representational equivalence between language and mental context. There are two processes involved:
First: Reception, which is employed in meaningful verbal learning.
Second: Discovery, which is involved in concept formation and problem solving.
Ausubel’s work is usually compared to Bruner’s work because both of them held similar views about the hierarchical nature of knowledge. However, Bruner gave more emphasis on discovery process. On the other hand, Ausubel was strongly oriented toward the verbal learning methods of speaking, reading, and writing.
2- Subsumption Theory:
Ausubel subsumption theory is based on the idea that an individual's existing cognitive structure (organization, stability and clarity of knowledge in a particular subject) is the principal and basic factor influencing the learning and retention of meaningful new material. It describes the importance of relating new ideas to a student’s existing knowledge base before the new material is presented. This theory is applied in the 'advance organizer' strategy developed by Ausubel. From Ausubel’s perspective, this is the meaning of learning.
When information is subsumed into the learner's cognitive structure it is organized hierarchically. New material can be subsumed in two different ways, and for both of these, no meaningful learning takes place unless a stable cognitive structure exists. This existing structure provides a framework into which the new learning is related, hierarchically, to the previous information or concepts in the individual's cognitive structure. Ausubel, whose theories are particularly relevant for educators, considered neo-behaviorist views inadequate. Although he recognized other forms of learning, his work focused on verbal learning. He dealt with the nature of meaning, and believes the external world acquires meaning only as it is converted into the content of consciousness by the learner.
When one encounters completely new unfamiliar material, then rote learning, as opposed to meaningful learning, takes place. This rote learning may eventually contribute to the construction of a new cognitive structure which can later be used in meaningful learning. The two types of subsumption are: 1. Correlative subsumption - new material is an extension or elaboration of what is already known. 2. Derivative subsumption - new material or relationships can be derived from the existing structure. Information can be moved in the hierarchy, or linked to other concepts or information to create new interpretations or meaning. From this type of subsumption, completely new concepts can emerge, and previous concepts can be changed or expanded to include more of the previously existing information. This is "figuring out."
There are three prerequisites in order to significant learning to occur:
1- The material itself must have a logical meaning,
2- Learner must be proactive in the new concept of knowledge and there is adequate contact between the tendencies,
3- Learners’ existing cognitive structures must have the proper assimilation of new knowledge and ideas.
3- Motivation Theory:
Ausubel's learning theory also attaches great importance to student motivation. According to his view, by the cognitive drive achievement motivation, self-improving internal driving force, and the subsidiary internal driving composition. Cognitive drive is a student desire knowledge, understanding and mastery of knowledge and representations and the need to solve the problem. This inner driving force began in the curious tendency of students, and to explore, manipulate, understand and cope with the psychological environment, the tendency is one of the most important and most stable motivations. Self-improvement is the internal driving force by virtue of their ability of students to win the corresponding position or achievement needs. Subsidiary of individuals in order to maintain internal driving means or the authority of their elders (parents or teachers praise or recognition, and performance out of a well to study or work needs, is an external motivation, age has a more obvious characteristics. learning motivation will not have a direct impact on learning, but through an indirect way of enhancing and promoting learning impact. Research indicates that: motivation, moderate-intensity excitation, or to arouse, to learn with good results.
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