learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/05/05 10:14] jpetrovic [What is assimilation theory?] |
learning_theories:assimilation_theory [2011/05/05 10:16] jpetrovic [What is assimilation theory?] |
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| * **Meaningful learning** is learning that is well **anchored and integrated** in the cognitive structure. It occurs when learner can find meaning in the information presented. Meaningful learning won't occur unless the new ideas are presented in a clear way that enables their relating with other ideas, unless the learner already possesses those other ideas he can relate the new ones with and unless the learner actually makes an attempt to do so. If those conditions are satisfied, new ideas will remain anchored in his knowledge and if not, learning will be rote. | * **Meaningful learning** is learning that is well **anchored and integrated** in the cognitive structure. It occurs when learner can find meaning in the information presented. Meaningful learning won't occur unless the new ideas are presented in a clear way that enables their relating with other ideas, unless the learner already possesses those other ideas he can relate the new ones with and unless the learner actually makes an attempt to do so. If those conditions are satisfied, new ideas will remain anchored in his knowledge and if not, learning will be rote. | ||
| - | * **Rote learning** on the other hand represents knowledge that **remains unrelated** and unanchored to existing concepts and is therefore easily forgotten. | + | * **Rote learning** on the other hand represents knowledge that remains **unrelated** and unanchored to existing concepts and is therefore easily forgotten. |
| - | Defined concept of meaningful learning leads to another key aspect of Ausubel's theory: prior knowledge. Since relating old and new knowledge is crucial for meaningful learning, prior knowledge or the existing ideas are the key enabler or restraint of what can be learned next. | + | Defined concept of meaningful learning leads to another key aspect of Ausubel's theory: **prior knowledge**. Since relating old and new knowledge is crucial for meaningful learning, prior knowledge or the existing ideas are the key enabler or restraint of what can be learned next. |
| * "//If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.//"((Ausubel, David P. Educational Psychology: A cognitive view. London: Holt, Reinhart, & Winston, 1968. p. 18.)) | * "//If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.//"((Ausubel, David P. Educational Psychology: A cognitive view. London: Holt, Reinhart, & Winston, 1968. p. 18.)) | ||
| - | As a result of a successful meaningful learning, the **new idea** will remain **anchored** to a so called **subsumer**. That of course doesn't mean that the learned idea can't be forgotten: this process, referred to as //obliterative subsumption//, happens as more specific idea becomes less and less distinctive from its subsumer until it is finally said to be forgotten. | + | As a result of a successful meaningful learning, the new idea will remain anchored to a so called **subsumer**. That of course doesn't mean that the learned idea can't be forgotten: this process, referred to as //obliterative subsumption//, happens as more specific idea becomes less and less distinctive from its subsumer until it is finally said to be forgotten. |
| Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented "//in advance of the learning material itself//" and "//at a higher level of abstraction, generality, and inclusiveness//" than the learning material((Ausubel, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.)). Purpose of advance organizers is to **help replace the missing concepts** necessary for successful acquisition of new information by providing a link between the new material and the learner's established cognitive structure. Organizers help the learner realize where the new material fits in relation to the prior knowledge about the material. | Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented "//in advance of the learning material itself//" and "//at a higher level of abstraction, generality, and inclusiveness//" than the learning material((Ausubel, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.)). Purpose of advance organizers is to **help replace the missing concepts** necessary for successful acquisition of new information by providing a link between the new material and the learner's established cognitive structure. Organizers help the learner realize where the new material fits in relation to the prior knowledge about the material. | ||
learning_theories/assimilation_theory.txt ยท Last modified: 2023/06/19 18:03 (external edit)
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