learning_theories:assimilation_theory
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learning_theories:assimilation_theory [2011/07/07 11:57] jpetrovic [What is assimilation theory?] |
learning_theories:assimilation_theory [2011/07/07 12:19] jpetrovic [What is assimilation theory?] |
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| ===== What is assimilation theory? ===== | ===== What is assimilation theory? ===== | ||
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| Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. Cognitive structure, a central term in his theory is defined as the | Learning, according to Ausubel's theory, occurs through **development** of **new cognitive structures** that will hold newly acquired information. Cognitive structure, a central term in his theory is defined as the | ||
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| * "//individual's organization, stability, and clarity of knowledge in a particular subject matter field at any given time//"((Ausubel, David P., and Donald Fitzgerald. Chapter V: Meaningful Learning and Retention: Intrapersonal Cognitive Variables. Review of Educational Research 31, no. 5: p500 -510. December 1, 1961.)) and it is "//hierarchically organized in terms of **highly inclusive concepts** under which are **subsumed less inclusive subconcepts** and informational data//".((Ausubel, Robbins, & Blake. Retroactive inhibition and facilitation in the learning of school materials. Journal of Educational Psychology, 48, p267, 1957.)) | * "//individual's organization, stability, and clarity of knowledge in a particular subject matter field at any given time//"((Ausubel, David P., and Donald Fitzgerald. Chapter V: Meaningful Learning and Retention: Intrapersonal Cognitive Variables. Review of Educational Research 31, no. 5: p500 -510. December 1, 1961.)) and it is "//hierarchically organized in terms of **highly inclusive concepts** under which are **subsumed less inclusive subconcepts** and informational data//".((Ausubel, Robbins, & Blake. Retroactive inhibition and facilitation in the learning of school materials. Journal of Educational Psychology, 48, p267, 1957.)) | ||
| - | As mentioned, **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. The closer to the top of the pyramid a concept is, the more general it is and the longer is its life time. New knowledge is **assimilated** in this hierarchy by **anchoring** to already existing more general concepts (so called //anchoring concept// or //anchoring site//). The //anchoring concept// is characterized by its availability, clarity, stability in the cognitive structure, relevance to and discriminability from concepts that are about to be learned. Characteristics of existing concepts (potential anchoring sites) define the overall characteristics of one's cognitive structure: if well organized, it enables faster learning in terms of adding new ideas and structures to it and therefore is the key aspect of learning. If cognitive structure is unorganized or badly connected, the acquisition of new information will be more difficult. | + | As mentioned, **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. The closer to the top of the pyramid a concept is, the more general it is and the longer is its life time. New knowledge is **assimilated** in this hierarchy by **anchoring** to already existing more general concepts (so called //anchoring concept// or //anchoring site//). The //anchoring concept// is characterized by its availability, clarity, stability in the cognitive structure, relevance to and discriminability from concepts that are about to be learned.(([[http://ir.lib.sfu.ca/bitstream/1892/5643/1/b12748419.pdf|Rossner, Vivian F. A description and critique of David P. Ausubel’s model of learning. Thesis (M.A. (Ed.)), Simon Fraser University, 1982.]])) Characteristics of existing concepts (potential anchoring sites) define the overall characteristics of one's cognitive structure: if well organized, it enables faster learning in terms of adding new ideas and structures to it and therefore is the key aspect of learning. If cognitive structure is unorganized or badly connected, the acquisition of new information will be more difficult. |
| - | [[ 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.png| A visual representation of Ausubels theory. Image borrowed from: http://cmapspublic2.ihmc.us/... Click on the picture to follow the link. }}]] |
| Ausubel distinguishes between //meaningful// and //rote learning//. | Ausubel distinguishes between //meaningful// and //rote learning//. | ||
| - | * **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 conscious 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 conscious attempt to do so. |
| * **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. | ||
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| ===== What is the practical meaning of assimilation theory? ===== | ===== What is the practical meaning of assimilation theory? ===== | ||
| - | Meaningful learning suggested by Ausubel's assimilation theory presents a valuable concept for educational process, in which rote learning examples can today be found more frequently. Foreign language learning often requires learning by heart numerous exceptions or grammatical structures (like German strong verbs). This rote learning would be easier and longer lasting in case of connecting new material with already learned language concepts. Link to known concepts (like a sentence with newly learned verb or a story composed of them) should be suggested by teachers but is often not easy to find so it remains ignored. | + | Meaningful learning suggested by Ausubel's assimilation theory presents a valuable concept for educational process, in which rote learning examples can today be found more frequently. Foreign language learning often requires learning by heart numerous exceptions or grammatical structures (like German strong verbs). This rote learning would be easier and longer lasting in case of connecting new material with already learned language concepts. |
| The concept of meaningful learning in context of Ausubel's theory has a few important implications for the instructional process: | The concept of meaningful learning in context of Ausubel's theory has a few important implications for the instructional process: | ||
| - | * A successful **instructional process** is **dependent both on learner and teacher**. Ausubel referred to the process of teaching as //expository teaching// (teacher centered approach, the teacher presents the concepts and ideas a student should learn) and to learning as //reception learning// (the teacher "places" new ideas in context of learners cognitive structure), yet he notices that learning won't occur unless the student makes an **active attempt** to relate new material to the already acquired knowledge. | + | * A successful instructional process is **dependent both on learner and teacher**. Ausubel referred to the process of teaching as //expository teaching// (teacher centered approach, the teacher presents the concepts and ideas a student should learn) and to learning as //reception learning// (the teacher "places" new ideas in context of learners cognitive structure), yet he notices that learning won't occur unless the student makes an **active attempt** to relate new material to the already acquired knowledge. |
| - | * **Prior knowledge** is the key to what will be learned next. In order to fulfill meaningful learning requirements learner has to have crucial higher level concepts (prior knowledge) that will **serve as anchoring sites** (subsumers) for new knowledge or he has to be provided with appropriate organizers. | + | * **Prior knowledge** is the key to what will be learned next. In order to fulfill meaningful learning requirements learner has to have crucial higher level concepts (prior knowledge) that will serve as **anchoring sites** (subsumers) for new knowledge or he has to be provided with appropriate organizers. |
| * After assuring student has required prior knowledge, the teacher has to **present learning material in an organized and structured manner** (starting from more general concepts and then going to more details), cross reference old and new ideas using different teaching aids or charts, continue with sufficient amount of practice in form of applications of learned material in order to facilitate its assimilation. | * After assuring student has required prior knowledge, the teacher has to **present learning material in an organized and structured manner** (starting from more general concepts and then going to more details), cross reference old and new ideas using different teaching aids or charts, continue with sufficient amount of practice in form of applications of learned material in order to facilitate its assimilation. | ||
learning_theories/assimilation_theory.txt · Last modified: 2023/06/19 18:03 (external edit)
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