David P. Ausubel, an American psychologist, introduced the meaningful reception learning theory in the 1950s, emphasizing the importance of understanding concepts rather than rote memorization. His theory revolves around the idea that new information should be connected to prior knowledge, while contrasting with discovery learning methods promoted by scholars like Jerome Bruner. Ausubel's approach highlights the role of teachers in facilitating meaningful learning through structured instructional design.

1. Ausubel’s
Contribution.

2. David P. Ausubel ~
Mathematician,American
Psychologist,Cognitive Learning
Theorist in 1950's propounded
Meaningful Receptional Learning
Theory.
In his time Mathematician was arguing about
problem solving and discovery learning in
against of lecture method of learning( cause of
rote learning ).

3. Ausubel’s response
However Dr. Ausuble with some experiment said
that rote learning
He further says that then
they try to remember the way of solving the
problem guided by their teacher.
problem solving
method of
teaching
product of
some problems are given to the
student; if they don't have any
idea to solve it
There are some ideas to make the learning meaningful
but exposition/reception method is the first and
fundamental base of that learning

4. Bruner and Ausubel
Theories of Piaget, Bruner, and Ausubel: Explications and implications. The Journal of Genetic
Psychology: Research and Theory on Human Development, 136(1), 121–136.
https://doi.org/10.1080/00221325.1980.10534102
Bruner’s work focuses on learning
through discovery whereas
Ausubel believes that learning
should be reception

5. FIGHTS
• 1. ROTE LEARNING
• 2. DISCOVERY LEARNING
MEANINGFUL LEARNING
RECEPTION LEARNING
• 1. ROTE LEARNING
• 2. DISCOVERY LEARNING

6. ROTE LEARNING Meaningful learning
Rote learning is the memorization of
information based on repetition
 Remembering a particular phone number, dates
and names are examples of rote learning.
Repeating material, again and again, helps a
learner recall it exactly as it was presentedBut
 you are not sure of utilizing that
information for some practical use.
 Multiplication tables in mathematics, that
most of the students learn by rote methodology
 No connection between new and previous
knowledge
Meaningful learning involves
understanding how all the pieces of an
entire concept fit together.
 it allows students to be fully engaged in the
learning process.
 Relating new information to prior knowledge
 Focusing on the outcome of the learning
process.
 Students who learn with meaningful learning
are able to problem solve better than those
who learn by rote.

7. Example
Simple memorizing the names and
places of pieces.
here with names and positions ,
we learn how they move all the
board
ROTE LEARNING Meaningful learning

8. • In Reception Learning the principle
content of what is to be learned is
presented to the learner in more or
less final form.
• The learning doesn't contain any
discovery in his part.
• He is required only to internalized
the material or incorporate it in to
his cognitive structure so that it is
available for reproduction or other
use at some future date
• The essential future of
discovery learning on the
other hand is that the principle
content of what is to be
learned isn't given but must be
discover by the learner before
he can internalize it. Main
principle of that learning is to
discover something. But this
may not be possible in all
situations.
DISCOVERY LEARNING
RECEPTION LEARNING

9. Ausubel's theory suggests how teachers or instructional
designers can best arrange the conditions that
facilitate learning for students.
The overarching idea in Ausubel's theory is that
knowledge is hierarchically organized: new information
is meaningful to the extent that it can be related to
what is already known.
Ausubel's theory

11. HANUMAN
According to
Ausubel, is created
through some forms
of representational
equivalence
between
language
and
mental
context.

12. Uniqueness of Ausubel theory
 it stresses Meaningful learning and opposes to rote
learning or memorization;
 stresses on reception or received knowledge, rather than
discovery learning .
TO be clear, Ausubel did not contend that discovery learning
doesn't work; but rather that it was not efficient

13. Subsumption
Theory
Derivative
Subsumption
Correlative
Subsumption
Superordinat
e Learning
Combinatorial
Learning
Strategy used
Advanced Organizers
Expository Teaching
( Old + New )
Comparative Teaching
( Old + New )
Receptive Learning / Meaningful Learning
O + N = L
O = Old information
N = New information
L = Learning ( meaningful )
to absorbing one thing into
another

14. Derivative Subsumption
Describe the situation in which the new information you learn is an example of a concept
that you have learned.
Example: Let’s you
have acquired a
basic concept such
as “bird” . You know
that a bird has
feathers, beak and
lays egg. Now you
learn about a kind of
bird that you have
never seen before

15. Correlative Subsumption
Higher level concept of thinking
You see a new kind of bird that has a
really big body and long strong legs. It
doesn’t fly but it can run fast. You may
now include your concept of an ostrich
to your previous concept of what a bird
is.

16. Superordinate Learning
You are already familiar with the things but didn’t know the concept
itself until it was taught
A child was well acquainted with
banana, mango, guava, etc. but the
child did not know, until she was taught,
that these were all examples of fruits.

17. Combinatorial Learning
When the newly acquired knowledge combine with prior knowledge to enrich the
understanding of both concepts.
Example: To teach someone about how
plants “breathe” you might relate it to
previously acquired knowledge of human
respiration where man inhales oxygen and
exhales carbon

18. A Bridge
• Ausubel’s work is usually compared to Bruner’s work
because both of them held similar views about the
hierarchical nature of knowledge.
Cognitive
learning
Constructive
learning
Ausubel’s Meaningful
Receptional Learning
Theory.

19. REFERENCES
An official journal of
the National
Council of Teachers
of Mathematics
(NCTM):
https://www.jstor.or
g/stable/748536?
seq=1
https://
www.itma.vt.edu/
courses/tel/
 (2006). Student models
of instructional design.
Educational Technology
Research and
Development
 Educational
Psychology,Dr.
Lawrence Tomei
 The processes of
meaningful learning , D.
Ausubel
THANK YOU ALL