Chapter 5 Cognitive Learning Theories: Ausubel?s Learning Theory TT had to reduce all educational psychology just one principle, I would say this: The most important single factorinfluencing learning is what the learner already knows. Ascertain this
Chapter 5 Cognitive Learning Theories: Ausubel’s Learning Theory “If I had to reduce all educational psychology 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
Chapter 5 AusubeI's Learning Theory 5.4.1 About Ausubel: David P. Ausubel: 1918- Born on 25 oct 1918 in Brooklyn, New York. 1939, Uni. of Pennsylvanian, ba. 1940. Columbia Uni. MA 1943, Brandis Uni. Doctor degree of medicine 1950,Uni. of Columbia, Ph D
Chapter 5 Ausubel’s Learning Theory • 5.4.1 About Ausubel: • David P. Ausubel: 1918- • Born on 25 Oct.1918 in Brooklyn, New York. • 1939, Uni. of Pennsylvanian, Ba. • 1940, Columbia Uni.,MA • 1943, Brandis Uni. Doctor degree of medicine. • 1950,Uni. of Columbia,Ph.D
Chapter 5 Ausubel's Learning Theory 5.4.1 About Ausubel 1950-68, taught in Uni, of Illinois, Toronto 1968, taught in Uni. of New York 976, won Thorndike Prize of Educational Psy o 1978 retired, honorary professor of Uni. of New York. 2 N5 Educational Psv. A Cognitive perspective (1978
Chapter 5 Ausubel’s Learning Theory • 5.4.1 About Ausubel • 1950-68,taught in Uni. of Illinois, Toronto • 1968, taught in Uni.of New York • 1976, won Thorndike Prize of Educational Psy. • 1978, retired, honorary professor of Uni.of New York. • Educational Psy.:A Cognitive Perspective, (1978)
Chapter 5 Ausubels Learning Theory 5.4.2 Main ideas: an overview His theory is concerned with how individuals learn meaningful material from verbal/ textual presentations in a school setting, learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information A primary process in learning is subsumption in which new material is related to relevant ideas in-the existing cognitive structure on a substantive. non-verbatim basis. Cognitive structures represent the residue(残余,剩余物 of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity. He was very active in the 1950s to 1970
Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas:an overview • His theory is concerned with how individuals learn meaningful material from verbal/textual presentations in a school setting . learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information. A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a substantive, non-verbatim basis. Cognitive structures represent the residue（残余，剩余物） of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity. He was very active in the 1950s to 1970s
Chapter 5 Ausubel's Learning Theory 5.4.2 Main ideas: about learning Consider the following sentences 1) Enso firs hmen mam snoi teha erso iakt Slae otin mes esna nrae (2)Easier that nonsense information to make then sense is learn (3)Information that makes sense is easier to learn than nonsense. a Which one is easiest to learn and remember?
Chapter 5 Ausubel’s Learning Theory • 5.4.2 Main ideas: about learning • Consider the following sentences: • (1) Enso firs hmen mam snoi teha erso iakt siae otin mes esna nrae. • (2) Easier that nonsense information to make then sense is learn. • (3) Information that makes sense is easier to learn than nonsense. • Which one is easiest to learn and remember?