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National Autonomous University of Honduras Faculty of Humanities and Art School of Foreign Languages and Cultures Foreign Languages Career Psychopedagogy Msc . Rosa Oneyda Palacios Gámez Group 16 Members Bessy Mendoza Any Herrera Indira Torres.
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NationalAutonomousUniversity of Honduras Faculty of Humanities and Art School of ForeignLanguages and Cultures ForeignLanguagesCareerPsychopedagogy Msc. Rosa Oneyda Palacios Gámez Group 16 MembersBessy MendozaAny HerreraIndira Torres
Biography • Born: October 25, 1918 • Died: July 9, 2008 • Grew up in Brooklyn, New York • He graduated from medical school at Middlesex University. • Later he earned a Ph.D in Developmental Psychology at Columbia University. • He was influenced by the work of Piaget.
In 1973, Ausubel retired from academic life and devoted himself to his psychiatric practice. • In 1976, he received the Thorndike Award from the American Psychological Association for "Distinguished Psychological Contributions to Education".
Meaningful Learning Theory • Concerned with how students learn large amounts of meaningful material from verbal/textual presentations in a learning activities. • Meaningful learning results when new information is acquired by linking the new information in the learner’s own cognitive structure • Learning is based on the representational, superordinate and combinatorial processes that occur during the reception of information. • A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a non-verbatim basis (previous knowledge)
The processes of meaningful learning: • Ausubel proposed four processes by which meaningful learning occur: • Derivative Subsumption • Correlative Subsumption • Superordinate Learning • Combinatorial Learning
Meaningful Learning Theory Derivative Subsumption Correlative Subsumption • Describes the situation in which the new information pupils learn is an instance or example of a concept that pupils have already learned. • More valuable learning than that of derivative subsumption, since it enriches the higher-level concept.
Meaningful Learning Theory Superordinate Learning Combinatorial Learning • In this case, you already knew a lot of examples of the concept, but you did not know the concept until it was taught to pupils • It describes a process by which the new idea is derived from another idea that is comes from his previous knowledge (in a different, but related, “branch”) • Students could think of this as learning by analogy
Principles of Ausubel’s Meaningful Reception Learning Theory Within a classroom setting include: • The most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity. • Instructional materials should attempt to integrate new material with previouslypresented information through comparisons and cross-referencing of new and oldideas.
Principles of Ausubel’s Meaningful Reception Learning Theory • Instructors should incorporate advance organizers when teaching a new concept. • Instructors should use a number of examples and focus on both similarities and differences. • Classroom application of Ausubel's theory should discourage rote learning of materials that can be learned more meaningfully. • The most important single factor influencing learning is what the learner already knows.
Summary • For Ausubel, meaningful learning is a process that related new information relevant to the concepts contained in a person’s cognitive structure. • In order to be meaningful to students ‘learning, then learning should be linked and relevant to students’ cognitive structures. • Relevance to students’ cognitive structures can happen when we pay attention to early knowledge of the concepts that preceded the concept to be learned.
Summary • It is important for students to construct knowledge through learning. • The essential theory of meaningful learning is a teaching which Ausubel enables students can associate the beginning of knowledge with new knowledge that will learn and how teachers can facilitate learning by preparing the facility as a presentation of the subject matter which allows students to build knowledge in discovery learning activities.