learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/02/08 14:30] jpetrovic created |
learning_theories:assimilation_theory [2011/02/25 10:17] jpetrovic [What is assimilation theory?] |
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| - | Assimilation theory is one of the [[cognitivism|cognitivist learning theories]] developed by an American educational psychologist [[http://www.davidausubel.org/|David Ausubel]] during 1960s. According to Ausubel, **learner's cognitive structure is central to learning**. Cognitive structure is, in his own words "hierarchically organized in terms of **highly inclusive concepts under which are subsumed less inclusive subconcepts and informational data**". Learning, according to Ausubel's theory, occurs through **development of new cognitive structures** that will hold newly acquired information. | + | Assimilation theory is one of the [[learning_paradigms:cognitivism#learning_theories|cognitivist learning theories]] developed by an American educational psychologist [[http://www.davidausubel.org/|David Ausubel]] during 1960s. According to Ausubel, learner's cognitive structure and its development are central to learning. Cognitive structure is, in his own words "hierarchically organized in terms of **highly inclusive concepts** under which are **subsumed less inclusive subconcepts** and informational data". Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. |
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| - | Ausubel defines cognitive structure as "individual's organization, stability, and clarity of knowledge in a particular subject matter field at any given time". The **cognitive structure**, if well organized, **enables faster learning in terms of adding new ideas** and structures to it. If it is unorganized or **badly connected**, the **acquisition of new information will be more difficult**. | + | Ausubel defines cognitive structure as "individual's organization, stability, and clarity of knowledge in a particular subject matter field at any given time". The **cognitive structure**, if well organized, **enables faster learning** in terms of adding new ideas and structures to it. If it is unorganized or badly connected, the acquisition of new information will be more difficult. |
| **Knowledge** is in assimilation theory organized hierarchically in a **pyramidal shape** where more **general ideas** and concepts appear **at the top** of the pyramid and get more and **more specific to the bottom** of it. **New knowledge is assimilated** in this hierarchy by **anchoring to already existing** more general concepts. The closer to the top of the pyramid an idea is, the more general it is and the longer is its life time. | **Knowledge** is in assimilation theory organized hierarchically in a **pyramidal shape** where more **general ideas** and concepts appear **at the top** of the pyramid and get more and **more specific to the bottom** of it. **New knowledge is assimilated** in this hierarchy by **anchoring to already existing** more general concepts. The closer to the top of the pyramid an idea is, the more general it is and the longer is its life time. | ||
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| Another important and rather controversial part of Ausubel's theory are //organizers//: **abstract ideas on a higher level than the content that will be presented for learning**, purpose of which is to **help replace the missing concepts** necessary for successful acquisition of new information. **Organizers** should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess quality anchoring ideas. Critics of Ausubel's theory often reflect the fact that he doesn't describe construction of organizers so different researches provide different results of their efficiency. | Another important and rather controversial part of Ausubel's theory are //organizers//: **abstract ideas on a higher level than the content that will be presented for learning**, purpose of which is to **help replace the missing concepts** necessary for successful acquisition of new information. **Organizers** should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess quality anchoring ideas. Critics of Ausubel's theory often reflect the fact that he doesn't describe construction of organizers so different researches provide different results of their efficiency. | ||
| - | A visual representation of Ausubels theory can be found [[http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|here]]. | + | [[http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|{{ images:ausubel.jpg?620x350 | A visual representation of Ausubels theory. Image borrowed from: http://cmapspublic2.ihmc.us/... Click on the picture to follow the link. }}]] |
| ===== What is the practical meaning of assimilation theory? ===== | ===== What is the practical meaning of assimilation theory? ===== | ||
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