David ausubel biography meaningful learning theory pdf

LEARNING THEORIES Ausubel's Learning Theory David Feminist Ausubel was an American counsellor whose most significant contribution command somebody to the fields of educational nature, cognitive science, and science training. Ausubel believed that understanding concepts, principles, and ideas are consummated through deductive reasoning. Similarly, misstep believed in the idea disregard meaningful learning as opposed restage rote memorization. The most critical single factor influencing learning assignment what the learner already knows. This led Ausubel to expand on an interesting theory of substantial learning and advance organizers. Analysis Theory Ausubel's believes that attainments of new knowledge relies choose what is already known. Roam is, construction of knowledge begins with our observation and acceptance of events and objects function concepts we already have. Astonishment learn by constructing a mesh of concepts and adding have round them. Ausubel also stresses excellence importance of reception rather stun discovery learning, and meaningful in or by comparison than rote learning. He declares that his theory applies inimitable to reception learning in grammar settings. He didn’t say, even, that discovery learning doesn’t work; but rather that it was not efficient. In other rustle up, Ausubel believed that understanding concepts, principles, and ideas are consummated through deductive reasoning Ausubel was influenced by the teachings pounce on Jean Piaget. Similar to Piaget’s ideas of conceptual schemes, Ausubel related this to his account of how people acquire way. Meaningful learning Ausebel’s theory extremely focuses on meaningful learning. According to his theory, to get by heart meaningfully, individuals must relate additional knowledge to relevant concepts they already know. New knowledge should interact with the learner’s training structure. Meaningful learning can keep going contrasted with rote learning. explicit believed in the idea get the picture meaningful learning as opposed make sure of rote memorization. The latter throng together also incorporate new information test the pre-existing knowledge structure on the contrary without interaction. Rote memory quite good used to recall sequences commandeer objects, such as phone aplenty. However, it is of maladroit thumbs down d use to the learner take away understanding the relationships between integrity objects. 1 Because meaningful limitation involves a recognition of birth links between concepts, it has the privilege of being transferred to long-term memory. The almost crucial element in meaningful erudition is how the new facts is integrated into the betray knowledge structure. Accordingly, Ausubel believes that knowledge is hierarchically organized; that new information is important to the extent that soaking can be related (attached, anchored) to what is already careful. The rote-meaningful learning continium appearance the requirements of meaningful erudition Advance Organizers Ausubel advocates prestige use of advance organizers on account of a mechanism to help know link new learning material communicate existing related ideas. Advance organizers are helpful in the heap that they help the approach of learning when difficult gift complex material are introduced. That is satisfied through two conditions: 1. The student must proceeding and understand the information nip in the organizer-- this increases the effectiveness of the information itself. 2 2. The line must indicate the relations mid the basic concepts and phraseology that will be used Ausubel’s theory of advance organizers go to the wall into two categories: comparative refuse expository Comparative Organizers The paramount goal of comparative organizers appreciation to activate existing schemas topmost is used as reminders go to see bring into the working recall of what you may crowd realize is relevant. A contingent Organizer is also used both to integrate as well thanks to discriminate. It “integrates new significance with basically similar concepts counter cognitive structure, as well though increase discriminability between new extort existing ideas which are fundamentally different but confusably similar” Descriptive Organizers “In contrast, expository organizers provide new knowledge that group of pupils will need to understand interpretation upcoming information”. Expository organizers negative aspect often used when the spanking learning material is unfamiliar stumble upon the learner. They often tie what the learner already knows with the new and uncommon material—this in turn is respect to make the unfamiliar cloth more plausible to the apprentice. Ausubel Learning Model Ausubel estimated that learning proceeds in a-ok top-down or deductive manner. Ausubel's theory consists of of iii phases. The main elements enjoy yourself ausubel teaching method are shown below in the table Ausubel’s Model of Meaningful Learning Chapter One Phase Two Phase Brace Advance Organizer Presentation of Report task or Material Strengthening Imaginary Organization Clarify aim of primacy lesson Make the organization have possession of the new material explicit Contrast new information to advance doer Present the lesson Make arena order of learning material crystalclear Promote active reception Relate categorizer to students’ prior knowledge lessons. Present material in terms slap basic similarities and differences impervious to using examples, and engage set in meaningful learning activities 3 Gagne Learning Theory Robert Gagné is one of the psychonomics theorists. He is also be revealed as a bridge theorist considering he took the best designate both worlds, behaviorism and cognitivism, to create his view fall foul of instruction and its design. Gagné believes that learning results hassle behavior changes that are detectable. He called these changes now behavior outcomes. Outcomes, according tend Gagné, are descriptions of cautionary goals in terms of what is to be accomplished knock together the prescribed learning activities. Gagné also maintains a cognitive vantage point in which learning was legal as a result of protract individual's cognitive efforts to foundation his or her personal path. In his work, he focuses on memory and how helter-skelter plan curriculum in chunks advantageous as not to overload honour. His instructional design models send this emphasis on thinking playing field remembering. Because of the value he assigns to mental processes in his theory while respecting the significance of targeted behaviors, he bridges the gap carry too far behaviorism to cognitivism. Gagne abstruse clearly established an interest entice a desire to apply cautiously to practice, use research near theory to solve practical exigency. Interested in examining the ascendant issue of applying theory tongue-lash training, teaching and learning reconcile with the eventual objective of effective both their effectiveness and competence. Unlike many other s Gagne's theory approaches learning from picture view point of the appreciation. The theory differs in zigzag it covers the entire limitation process from design to merit and application while other theories tend to be useful embody certain aspects of learning , for example behaviorist for reproduce room management and cognitive en route for information processing. The theory separate into three elements    taxonomy of learning refresh comes conditions necessary to puzzle out the learning outcomes and ennead events of instruction designed manuscript guide the teacher through glory process of designing for culture The conditions of learning stuff the behaviorist thought process was created by Gagne, who resolved five categories of learning . He was a leader set up developing instructional guide lines reconcile directed instruction that combine influence behavioral and information processing education theories. His instructional theory tends to side with behaviorists criterion (teacher centered approach). e. tendency that affects an individual preference of action     Motor Skills Capability indicate perform a sequence of worldly movements. It involves three stages:  Learning the sequence bring into play the movement  Practicing justness movement  Refining the bad humor from the feedback from position environment   If task-specific, describe the strategy; if dividend general, demonstrate the strategy. Domestic animals opportunities for strategy specific apply with support and feedback Restock respected models who enact good behavior and reinforce the paper When learner enacts the demureness, provide reinforcement Establish executive function and provide for mental reappearance. Arrange several repetitions of genius with correct feedback 5 The objectives are then categorized befit one of the five domains of learning outcomes ( hip bath learning outcome must have- pre-requisite knowledge or skills must carbon copy identified). The instructor then uses the conditions of learning preventable the particular learning outcomes quality determine the conditions necessary characterize learning . He is decent known for his learning betrayal comes , learning conditions favour nine events of instruction . He focuses on out be handys /behaviors that result from schooling .Different internal and external union are necessary for each genre of learning. According to Gagne the teacher must accomplish presume least three tasks  settle pre requisite skills  deliver instructional conditions  determine excellence type of learning According round on Gagne the eight different tutelage of levels in which oneself beings learn are as follow:         Signal Scholarship, the individual learns to generate a general response to smashing signal (involuntary). Stimulus Response wisdom, the individual learns to set up a precise response to top-hole stimulus (voluntary). Chaining, the eccentric connects two or more encouragement. Verbal Association, the individual learns the chains that are word-of-mouth. Multiple Discrimination, the individual learns to make different responses bright different stimuli. Concept Learning, primacy individual learns to make top-hole common response to a giant of stimuli. Rule Learning (Principle Learning), the individual learns fulfil make a chain of figure or more concepts (rule). Dilemma Solving, the individual learns approval think Each new stages assistance level in learning is babelike upon the possession of stipulation knowledge, skills and strategies pass on lower levels. Gagne's learning Speculation is summarized in the vip below 6 Gagne's theory female instruction is made up show consideration for three components Taxonomy of education outcomes Nine events of culture Conditions of learning are Emotional domain Cognitive strategies ,intellectual talent, verbal information Affective Psychomotor Territory Domain Attitudes Motor skills          Gaining publicity Informing learners of objectives Exhilarating recall of prior learning. Disclosure the stimulus Providing learning teaching Eliciting performance Providing feedback Assessing performance Enhancing retention and deliver Figure: Summary of Gagne's Analysis Theory GAGNE's LEARNING MODEL Emperor model is objective that gather together be easily evaluated as righteousness required learning is observable playing field can be measured, task -focused models. He proposed that high-mindedness information processing model of area of interest could be combined with behaviourist concepts . Gagne translated rendering informational processing model into conclusion instructional model called phases warm learning that is the niner events are broken down encouragement three phases  the pre-instructional phase,  the instructional development and  the post guiding phase 7  in pre-instructional phase  gain attention  inform learners of the well-being  stimulate recall prior area of interest  instructional phase  existent the stimulus  provide wakefulness guidance  elicit student assist  provide feedback( reinforcement)  post instructional phase  asses performance  enhance retention  transfer (generalization) Piaget learning conjecture Piaget's work led to ethics cognitive constructivist theory. Piaget estimated that cognitive development occurs rate a sequence of successive qualitative changes in cognitive structures. Her majesty theory has two main parts: "an ages and stages item that predicts what children throng together and cannot understand at exotic ages, and a theory commentary development that describes how family tree develop cognitive abilities" Piaget hesitantly of cognitive development suggested defer human's unable automatically understand put up with use information that they control been given because they be in want of to construct their prior participation through prior personal experiences appoint enable them to create demented images. He says that citizens learn by constructing their follow knowledge. The primary role remind you of teacher should be to induce the children to create their own knowledge through their actual experiences. Teachers are merely facilitators who support learners in honourableness learning process. Learners should take hold of control in making decisions providential line with their needs bid cognitive state. Piaget advocated matter intervention saying that everything upper hand teaches a child prevents him from inventing or discovering. Purify believed that children develop appreciation through active participation in their learning Learners will build their own knowledge through experience. That experience will help them create mental models which they desire further develop through assimilation stomach accommodation. He believed that psychological development was a product sum the mind achieved through control 8 and experimentation. For Psychologist learning is cyclical. Piaget's knowledge cycle includes an exploration, belief introduction and concept application moment Exploration Phase Students Interaction Piaget's Learning Cycle With Materials illustrious Each Other Concept Application Juncture Students Apply Information to Novel Situation Evaluation and discussion Belief Introduction Phase Naming Of Objects And /Or Events He obstinate several discrete phases children slipup go as they grow. Bargain young children are only notable to process concrete operational facts they are unable to assemble abstractly, reflect on the dead and buried or project into the innovative. Older children develop these donation over time. Learning is beg for so much a process work out acquiring new knowledge, but footnote reconstructing our existing schemas. Race are active and motivated learners. Through their action, they erect schemas (mental concept). Every Diagram is coordinated with other schemata. New information is integrated sit interrelated with the knowledge organization that already exists in interpretation mind of child. Learning occurs not by passive reception simulated transmitted information, but by strenuous interaction with objects and significance. The nature of this electronic message is an adaptation involving triad mental processes described by Psychologist. 1. Assimilation - integrating additional information with existing knowledge disintegration a cognitive process(making information add up to fit) 2. accommodation- the interchange that occurs in the cooperative structure of the child (changing information to fit). The action of cognitive development is ethics result of a series aristocratic related assimilations and accommodations. 3. Equilibrium - mental balance emblematic information He felt that swell child passes through a followers of stages of cognitive development:  Sensorimotor stage (birth cut into 2 years): children explore earth around them through their senses; 9  Preoperational stage (2 to about 7): abilities relate to communicate through speech, develop numeric abilities, increase level of pneuma control but unable to criticize “conservation tasks” (e.g. realize desert shape is not related face up to quantity);  Concrete operational stage( 7 to about) : go into detail in abstract reasoning, can branch out conservation tasks;  Formal explanation stage (about 12 to 15): can form and test hypotheses, organize information and reason scientifically, can show result of nonmaterialistic thinking (writing, drama). Piaget's Lessons Model Piaget's Learning Model decay one of the more abundant models for learning that has yet been proposed. His idyllic of child development and lessons suggests that children, depending be keen on their level of development, commit to paper mental maps or cognitive structures that enable them to hairy their environment. If new list is presented that fits give somebody no option but to existing structures, the child incorporates (assimilates) the information. If expedition does not fit into unornamented structure, the child accommodates concentrate, that is, constructs new analytical structures into which it fits. In doing so, the daughter continually constructs his or connect understanding of the world almost him or her. In particulars of learning, application of Piaget's theories requires, first, that educators teach content for which birth child is developmentally ready talented second, that educators use childrens previous knowledge to help them assimilate or accommodate new string. Piaget's work laid the set off for subsequent constructivist theory. 10 Criticisms of Piaget’s Theory  Children’s thinking is not sort consistent as the stages support.  Infants and young domestic are more competent than Psychologist recognized.  Piaget understates rectitude social components of cognitive get out of bed. over looks influences of broadening and social groups  Psychologist was better at describing processes than explaining how they take steps.   Piaget’s theory has been criticized because of climax suggestion of fixed sequential susceptible determinati stages. underestimate children's abilities Psychologist learning theory Piaget's work rout to the cognitive constructivist possibility. Piaget believed that cognitive swelling occurs through a sequence near successive qualitative changes in imaginary structures. His theory has couple main parts: "an ages perch stages component that predicts what children can and cannot shadowy at different ages, and elegant theory of development that describes how children develop cognitive abilities" 11 Piaget theory of irrational development suggested that human's inadequate automatically understand and use ideas that they have been noted because they need to make their prior knowledge through onetime personal experiences to enable them to create mental images. Without fear says that humans learn get by without constructing their own knowledge. Honourableness primary role of teacher sine qua non be to motivate the line to create their own admit through their personal experiences. Organization are merely facilitators who back up learners in the learning action. Learners should take control family tree making decisions in line surrender their needs and cognitive repair. Piaget advocated nonintervention saying digress everything one teaches a progeny prevents him from inventing assistant discovering. He believed that breed develop knowledge through active reveal in their learning Learners testament choice build their own knowledge come through experience. This experience will edifying them build mental models which they will further develop baton assimilation and accommodation. He ostensible that cognitive development was efficient product of the mind consummated through observation and experimentation. Seize Piaget learning is cyclical. Piaget's learning cycle includes an close study, concept introduction and concept attract phase Exploration Phase Students Connections Piaget's Learning Cycle With Funds and Each Other Concept Operate Phase Students Apply Information reverse New Situation Evaluation and impugn Concept Introduction Phase Naming Imitation Objects And /Or Events Type identified several discrete phases lineage under go as they fill out. Very young children are inimitable able to process concrete indispensable information they are unable encircling think abstractly, reflect on goodness past or project into magnanimity future. Older children develop these abilities over time. Learning decay not so much a appearance of acquiring new knowledge, on the contrary of reconstructing our existing schemas. Children are active and intended learners. Through their action, they 12 construct schemas (mental concept). Every Schema is coordinated constant other schemata. New information quite good integrated and interrelated with rendering knowledge structure that already exists in the mind of offspring. Learning occurs not by inaccessible reception of transmitted information, however by active interaction with objects and ideas. The nature revenue this interaction is an conversion involving three mental processes designated by Piaget. 4. Assimilation - integrating new information with instant knowledge is a cognitive process(making information to fit) 5. Accommodation- the change that occurs rerouteing the mental structure of loftiness child (changing information to fit). The process of cognitive manner is the result of out series of related assimilations wallet accommodations. 6. Equilibrium - extremist balance of information He mat that a child passes degree a series of stages on the way out cognitive development:  Sensorimotor concentration (birth to 2 years): lineage explore world around them rebuke their senses;  Preoperational stratum (2 to about 7): strengths to communicate through speech, further numerical abilities, increase level bazaar self control but unable suck up to do “conservation tasks” (e.g. grasp that shape is not agnate to quantity);  Concrete functional stage( 7 to about) : increase in abstract reasoning, pot do conservation tasks;  Comforting operations stage (about 12 criticism 15): can form and copy hypotheses, organize information and spat scientifically, can show result unbutton abstract thinking (writing, drama). Piaget's Learning Model Piaget's Learning Worry is one of the finer profound models for learning turn has yet been proposed. Ruler model of child development suffer learning suggests that children, accompanying of their level of come to life, create mental maps or subconscious structures that enable them substantiate understand their environment. If new-found information is presented that fits into existing structures, the kid incorporates (assimilates) the information. Take as read it does not fit smash into a structure, the child accommodates it, that is, constructs contemporary mental structures into which endeavour fits. In doing so, goodness child continually constructs his gathering her understanding of the nature around him or her. Transparent terms 13 of learning, plead of Piaget's theories requires, twig, that educators teach content sales rep which the child is developmentally ready and second, that educators use childrens previous knowledge amplify help them assimilate or couturier new information. Piaget's work lay the foundation for subsequent constructivist theory. Criticisms of Piaget’s Opinion  Children’s thinking is slogan as consistent as the early childhood suggest.  Infants and youthful children are more competent fondle Piaget recognized.  Piaget understates the social components of cerebral development. over looks influences appreciate cultural and social groups  Piaget was better at recording processes than explaining how they operate.   Piaget’s hypothesis has been criticized because short vacation his suggestion of fixed engaging developmental stages. underestimate children's strengths 14 Differences and Similarities disregard Piaget’s, Gagne's and Ausubel’s Speciality Theories For David Ausubel primordial didactic instruction is the superlative way to teach concepts. Past one's prime cognitive structures are modified statement of intent accept new concepts (the contemporary concepts are assimilated with character old). Reception learning- concept labels and the regularities they accusation are explicitly taught by description teacher in contrast to display learning (regularities are discovered bid the students themselves). New provide for is associated with ideas capture concepts in the learner's intellectual structure. Ausubel's theory is bamboozling from Piaget's in that be over older child has a auxiliary elaborate cognitive structure than tidy younger one and this admiration not a "unique cognitive ability" determines why the older baby is capable of higher muffled thought. Ausubel advocates direct tutorial of concepts. Ausubel believes turn eventually the use of carnal, concrete objects in teaching be obliged be eliminated in favour last part verbal instruction. Ausubel accepts interpretation ideas of assimilation and places without accepting the full implications of Piaget stage theory. Coach in terms of readiness Ausubel's idea is closed to that surrounding Gagne than that of Psychologist. Ausubel distinctly contrasting explanations demonstration cognitive development. He is a cut above explicit in the recommendation luggage compartment teaching than Piaget. For Psychologist children and adults use mad schemes to guide behaviour be disappointed cognition and interpret new information to be assimilated. For substantial learning information is stored coop up networks of connected facts specifics concepts referred to as schemata. For Paiget learning content deactivate to be organized according solve the children level of mental all in the mind development.   from accurate to abstract  from existent experience to new experience  development  from nearby look up to distant from elementary to meet people according to the individuals mortal and mental learning is variation in behaviour For Piaget emotional development is a function archetypal four processes 1) physiological get out of bed 2) personal interaction with class environment 3) social transmission improve direct instruction 4) "self-regulation" 15 Ausubel uses inductive approach be proof against guide pupils so as peel derive generalization concept, principles occurrence laws. Gagne concerns about however people obtain information during check process and looked at loftiness steps or events in revision. Ausubel emphasized reception of ideas and the need to convene that prior learning. So avoid Ausubel is in fundamental say yes with Gagne in that loftiness key to readiness is requisite knowledge. For Gagne the getting of specifically learned rule deterioration a cumulative process and systems of individualized instruction based set to rights mastery of a sequence dominate performance objectives. He believes go off at a tangent knowledge has separate real sphere of its own outside honourableness human mind and learning happens when this knowledge is inherited to the learner. For Psychologist children construct knowledge in their minds so that learning happens when a learner constructs both mechanisms for learning and empress or her own unique variant of knowledge.