This document discusses David Ausubel's theory of meaningful learning and subsumption. Ausubel proposed that new information is learned most effectively when it can be integrated into an individual's existing cognitive framework or schema. He described four processes of meaningful learning: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. Ausubel also developed the concept of "advance organizers" to help relate new concepts to prior knowledge by presenting encompassing ideas before detailed material. His theory emphasizes deductive learning through the meaningful incorporation of new ideas into existing knowledge structures.
Cognitivism is an internal process of learning, understanding, motivation and retention.
The mind is broad and complex into which event-responses are absorbed.
The brain and mind are the center of an organism.
Cognitive theorists stress the importance of unobservable processes or mental events that are involved in learning, such as thinking, memory, perceptions, intentions and emotions.
how human beings organize, store and use information. Bruner's work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Bruner identifies four significant aspects of effective teaching and learning: (1) attitude towards learning, (2) knowledge presented in a way that accommodates the student's learning ability, (3) material presented in effective sequences, and (4) carefully considered and paced rewards and punishments. Jerome Bruner identified three stages of cognitive representation. Enactive, which is the representation of knowledge through actions. Iconic, which is the visual summarization of images. Symbolic representation, which is the use of words and other symbols to describe experiences. According to Ausubel's Subsumption Theory, a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired. Rather than building an entirely new cognitive structure, they are able to relate it to information that is already present within their minds. American psychologist David Ausubel introduced his “meaningful learning theory” in Educational Psychology: A Cognitive View (1968). He argued that there is a hierarchical organization of knowledge and that new information can be incorporated into the already existing hierarchy. What is the conclusion of Bruner's theory?
Conclusion of Theory • A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. What is Jerome Bruner best known for?
Jerome Bruner | Department of Psychology
Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism in American psychological research and put cognition at the center of the field. He received his Ph. D. from Harvard in 1941, and returned to lecture at Harvard in 1945, after serving in the U.S. Army's Intelligence Corps. What are the three stages of Jerome Bruner's cognitive theory?
His research on children's cognitive development proposed three 'modes of representation': Enactive representation (based on action) Iconic representation (based on images) Symbolic representation (based on language) Bruner's studies helped to introduce Jean Piaget's concept of developmental stages of cognition into the classroom. His much-translated book The Process of Education (1960) was a powerful stimulus to the curriculum-reform.
It contains information about education 8 that you will be able to use for your reporting. And also will increase your knowledge about this report report that are related to your report.nfjdjsnskkdid if ndbdjeisnsns sjaiwjamaoisbd f fjdidksnwieubrf fbdjsksmsoid f fhdisnsksiehd. Fbdjskakwidbf f djskjsnshfufhd d sjskwkosishfbfbd d jdksnsbsjsjsbdisnsnd. D skamakaushd d d skma.smaoanans s.s.s skkss. Djsiwmslxhxufbbdkskamskxifndksosmsbxuc. Fbdid dud d jsnw dkc aka kOahejw wmwlsown dndid djd. Dneiwmwowms s ebiebdid dbwiwowm d dbdjsbdjdnwkwow e d jdndndksiw e. F f f d d djsnsks s akak sbsia a ak absia a d sjjw dic soandjskns wjoqns d djskbsis djosoand cjdisnsksnd .
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Cognitivism is an internal process of learning, understanding, motivation and retention.
The mind is broad and complex into which event-responses are absorbed.
The brain and mind are the center of an organism.
Cognitive theorists stress the importance of unobservable processes or mental events that are involved in learning, such as thinking, memory, perceptions, intentions and emotions.
how human beings organize, store and use information. Bruner's work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Bruner identifies four significant aspects of effective teaching and learning: (1) attitude towards learning, (2) knowledge presented in a way that accommodates the student's learning ability, (3) material presented in effective sequences, and (4) carefully considered and paced rewards and punishments. Jerome Bruner identified three stages of cognitive representation. Enactive, which is the representation of knowledge through actions. Iconic, which is the visual summarization of images. Symbolic representation, which is the use of words and other symbols to describe experiences. According to Ausubel's Subsumption Theory, a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired. Rather than building an entirely new cognitive structure, they are able to relate it to information that is already present within their minds. American psychologist David Ausubel introduced his “meaningful learning theory” in Educational Psychology: A Cognitive View (1968). He argued that there is a hierarchical organization of knowledge and that new information can be incorporated into the already existing hierarchy. What is the conclusion of Bruner's theory?
Conclusion of Theory • A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. What is Jerome Bruner best known for?
Jerome Bruner | Department of Psychology
Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism in American psychological research and put cognition at the center of the field. He received his Ph. D. from Harvard in 1941, and returned to lecture at Harvard in 1945, after serving in the U.S. Army's Intelligence Corps. What are the three stages of Jerome Bruner's cognitive theory?
His research on children's cognitive development proposed three 'modes of representation': Enactive representation (based on action) Iconic representation (based on images) Symbolic representation (based on language) Bruner's studies helped to introduce Jean Piaget's concept of developmental stages of cognition into the classroom. His much-translated book The Process of Education (1960) was a powerful stimulus to the curriculum-reform.
It contains information about education 8 that you will be able to use for your reporting. And also will increase your knowledge about this report report that are related to your report.nfjdjsnskkdid if ndbdjeisnsns sjaiwjamaoisbd f fjdidksnwieubrf fbdjsksmsoid f fhdisnsksiehd. Fbdjskakwidbf f djskjsnshfufhd d sjskwkosishfbfbd d jdksnsbsjsjsbdisnsnd. D skamakaushd d d skma.smaoanans s.s.s skkss. Djsiwmslxhxufbbdkskamskxifndksosmsbxuc. Fbdid dud d jsnw dkc aka kOahejw wmwlsown dndid djd. Dneiwmwowms s ebiebdid dbwiwowm d dbdjsbdjdnwkwow e d jdndndksiw e. F f f d d djsnsks s akak sbsia a ak absia a d sjjw dic soandjskns wjoqns d djskbsis djosoand cjdisnsksnd .
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Epistemology / Knowledge basedtheory of instructional design
Prepared by:
Soo Pei Zhi
P-QM0033/10
QIM 501 Instructional Design and Delivery
2. David PaulAusubel (1918–2008)
• AnAmerican psychologist, born in Brooklyn, New
York.
• Did his undergraduate work at the University of
Pennsylvania (pre –med andpsychology).
• Graduated from medical school at Middlesex
University.
• Earned aPh.D inDevelopmental Psychology at
ColumbiaUniversity.
• Influenced by the work of Piaget.
3. David PaulAusubel (1918–2008)
• His principal interests in psychiatry have been
general psychopathology, ego development,drug
addiction, and forensicpsychiatry.
• Served on the faculty at several universities and
retired from academic life in 1973and began his
practice inpsychiatry.
• Published several textbooks in developmental and
educational psychology, and more than 150articles.
• In 1976,he received the ThorndikeAward for
“Distinguished Psychological Contributionsto
Education” from the American Psychological
Association.
4. During meaningful learning, the person“subsumes,”or organizesor
incorporates,new knowledge into old knowledge.
Subsumption theory suggeststhat our mind hasawayto subsume
information in ahierarchical or categorical manner if the new
information is linked/incorporated with prior knowledge/familiar
patterns.
Asaresult prior knowledgeis given absolute importance.
Teachersareencouragedto teach prior knowledge first rather than new
information to help information subsume.
Advance organizersprovide conceptsand principles to the students
directly in anorganizedformat.
The strategy of “advance organizers” basically means to classify/
categorize/ arrange(organize)information asyou proceed (advance)to
the next complexlevel.
5. • Themost generalideasof asubject should
be presented first and then progressively
differentiated in terms of detail and
specificity.
1
• Instructional materials should attempt to
integrate new material with previously
presented information through
comparisonsand cross-referencingof new
and oldideas.
2
6. • Helpsintroduce anew lesson,unit, or course.
• Helpssummarizemajor ideasin new lessonor unit.
• Basedon student’s prior knowledge.
• Showsimilarities between old material and new material.
• Allows student to transfer or apply knowledge.
• Providesfor structure for new information.
• Helpsteach complexmaterial that is similar to information learned
previously.
9. New material or relationships can be derived from the existing
structure. Information canbe moved in the hierarchy, or linked to
other concepts or information to create new interpretations or
meaning.
• SupposeI have acquired abasic concept such as“tree” –
trunk, branches, green leaves, and may have some kind of
fruit.
• Now, I learn about akind of tree that I have never learn
before “persimmon tree” –conforms to my previous
understanding of tree.
• My new knowledge of persimmon trees is attached to my
concept of tree, without substantially altering that concept in
anyway.
• So,I had learned about the persimmon trees through the
processof derivativesubsumption.
Example
(Stage1)
10. New material is an extension or elaboration of what is already
known.
• SupposeI encounter anew kind of tree that hasred leaves,
rather thangreen.
• In order to accommodate this new information, I have to alter
or extend my concept of tree to include the possibility of red
leaves.
• I have learned about this new kind of tree through the
processof correlativesubsumption.
• In asense,you might saythat this is more “valuable” learning
than of derivative subsumption, since it enriches the higher-
level concept.
Example
(Stage2)
11. An individual is able to give alot of examples of the
concept but doesnot know the concept itself until it is
taught.
• Imagine that I was well acquainted with maples,oaks, apple
trees, etc., but I did not know, until I was taught, that these
were all examples of deciduous trees.
• In this case, I already knew alot of examples of the
concept, but I did not know the concept itself until it was
taught tome.
• This is superordinatelearning.
Example
(Stage3)
12. The first three learning processes all involve new information that
"attaches" to ahierarchy at alevel that is either below or above
previously acquired knowledge. Combinatorial learning is
different; it describes aprocess by which the new idea is derived
from another idea that is neither higher nor lower in the
hierarchy, but at the same level.
• Now, supposeI learn about how fish eggs are fertilized.
• I might relate it to previously acquired knowledge about
pollination inplants.
• Both of the ideas are different, but it is related to the “process
of breeding”.
• Youcould think of this aslearning by analogy.
Example
(Stage4)
13. Advance organizers areusedto relate prior
information tonew concepts.
They are part of Ausubel's subsumption theory
that "contends that meaningful learning and
permanent retention of material is afunction of
the stability of existing anchoring ideas"
(Applin).
Canbe classified : expositoryor comparative.
14. While presenting newmaterial.
Usebeginning oflesson.
Presents several encompassing generalizations wheredetailed
contents will be added later.
• The teacher discuss the process of the absorption of water
and minerals into the plants through the tap and fibrous root
system.
Example
15. Useful when the knowledge to be presented is new to learner.
Compares new material with knowledge already known by
emphasizing the similarities between 2 types of material &
showing the information that is to be learnt.
Ausubel’s teaching approach is deductive in nature.
• Ateacher shows the similarities and differences among two
major root system, the tap root and the fibrous root system.
Example
16.
17. Ausubel’s theory is concerned with how
individuals learn large amounts of meaningful
material from verbal/ textual (lecture/ books)
presentations in aschool setting asopposedto
theories developed based on experimental
settings.
Therefore, learning is basedupon the kinds of
superordinate, representational, and
combinatorial processesthat occurduring the
presentation ofinformation.
18. Ivie,Stanley D. “Ausubel’s LearningTheory:AnApproach to
TeachingHigherOrderThinking Skills,” HighSchoolJournal.Oct.
1998:Vol. 82,, i1, p.35.
Cooper,S.(2009).Theories of Learning in Educational Psychology:
David Ausubel: Meaningful Verbal Learning & Subsumption
Theory. Retrieved on from http://www.lifecircles-
inc.com/Learningtheories/constructivism/ausubel.html
Goconstructivism, (2007). David P
.Ausubel. Retrieved from
http://goconstructivism.blogspot.com/2007/02/david-p-
ausubel.html
Aziz,A, W. B., Razali,A. B., hasan, L. B. C., & Yunos,Y
.A. B. M.
(2009).Cognitive learning theories and its implication on science
classroom teaching. Retrieved from
http://www.slideshare.net/niena17/learning-theory-by-ausubel
Kearsley,G.(2009).SubsumptionTheory (D.Ausubel). Retrieved
from http://tip.psychology.org/ausubel.html