learning_theories:assimilation_theory
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision | Next revision Both sides next revision | ||
|
learning_theories:assimilation_theory [2011/07/07 11:47] jpetrovic [What is assimilation theory?] |
learning_theories:assimilation_theory [2011/07/07 11:54] jpetrovic [What is assimilation theory?] |
||
|---|---|---|---|
| Line 33: | Line 33: | ||
| Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented before the learning material "//at a higher level of abstraction, generality, and inclusiveness//"((Ausubel, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.)) than the learning material. Purpose of advance organizers is to help replace the missing concepts and bridge new material to learner's established cognitive structure. They help the learner realize where the new material fits in relation to the prior knowledge about the material and should not be confused with summaries or overviews which usually present key ideas of the material. | Another important and rather controversial part of Ausubel's theory are the **//advance organizers//**: introductory material presented before the learning material "//at a higher level of abstraction, generality, and inclusiveness//"((Ausubel, D. The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton. 1963.)) than the learning material. Purpose of advance organizers is to help replace the missing concepts and bridge new material to learner's established cognitive structure. They help the learner realize where the new material fits in relation to the prior knowledge about the material and should not be confused with summaries or overviews which usually present key ideas of the material. | ||
| - | Advance organizers should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess developed anchoring ideas. Organizers can be most productive when closely related topics or unitary topics need to be learned and when learners prior knowledge can be assessed. Advanced organizer can include various types of material like pictures, verbal descriptions, prequestioning techniques, and cultural background knowledge(([[http://www.jstor.org/pss/329009|Herron, C. An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. Modern language Journal, 78, 190-197. 1994.]])). So far no significant differences in effects of this types of organizers have been reported(([[http://www.informaworld.com/smpp/content~content=a713757529~db=all|Togo, Dennis F. Topical sequencing of questions and advance organizers impacting students examination performance. Accounting Education, 11(3), 203-216. 2002.]])). | + | [[http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|{{ images:ausubel.jpg | A visual representation of Ausubels theory. Image borrowed from: http://cmapspublic2.ihmc.us/... Click on the picture to follow the link. }}]] |
| - | [[http://cmapspublic2.ihmc.us/rid=1094487285248_442176581_5443/Ausubel%27s%20theory.cmap|{{ images:ausubel.jpg?866x434 | A visual representation of Ausubels theory. Image borrowed from: http://cmapspublic2.ihmc.us/... Click on the picture to follow the link. }}]] | + | Advance organizers should be of greater help to students with less organized cognitive structures, since organized cognitive structures already possess developed anchoring ideas. Organizers can be most productive when closely related topics or unitary topics need to be learned and when learners prior knowledge can be assessed. Advanced organizer can include various types of material like pictures, verbal descriptions, prequestioning techniques, and cultural background knowledge(([[http://www.jstor.org/pss/329009|Herron, C. An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. Modern language Journal, 78, 190-197. 1994.]])). So far no significant differences in effects of this types of organizers have been reported(([[http://www.informaworld.com/smpp/content~content=a713757529~db=all|Togo, Dennis F. Topical sequencing of questions and advance organizers impacting students examination performance. Accounting Education, 11(3), 203-216. 2002.]])). |
| Ausubel's ideas of human cognitive structures also served as a motivation for introducing [[instructional_design:concept mapping]] and similar instructional materials.(([[http://books.google.hr/books?id=nNcoAO5Za9YC&printsec=frontcover&dq=Learning+theories,+A+to+Z&hl=hr&ei=g1jBTYLrHInpOYGHxJ0I&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Leonard, David C. Learning theories, A to Z. Greenwood Publishing Group, 2002.]])) | Ausubel's ideas of human cognitive structures also served as a motivation for introducing [[instructional_design:concept mapping]] and similar instructional materials.(([[http://books.google.hr/books?id=nNcoAO5Za9YC&printsec=frontcover&dq=Learning+theories,+A+to+Z&hl=hr&ei=g1jBTYLrHInpOYGHxJ0I&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Leonard, David C. Learning theories, A to Z. Greenwood Publishing Group, 2002.]])) | ||
learning_theories/assimilation_theory.txt ยท Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
