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Ausubel meaninful learning
Ausubel meaninful learning
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Ausubel

  1. 1. David Paul Ausubel (1918 - 2008)
  2. 2. Correlative Subsumption Superordinate Subsumption Subsumption Theory Advance Organisation 4 Process for Meaningful Learning Expository Narrative Skimming Graphic Organizer Meaningful Reception of Information Use of Advance Graphic Organizer Subsumption Learner’s Cognitive Structure Derivative Subsumption Combinatorial Subsumption
  3. 3. 1 2 3 4 Derivative Subsumption Superordinate Subsumption Combinatorial Subsumption Correlative Subsumption Process for Meaningful Learning
  4. 4. Meaningful Learning Rote learning Non- arbitrary, non-verbatim substantiv incorporation of new knowledge Arbitrary, verbatim incorporation of new knowledge Deliberate effort to link new knowledge with other higher order concepts No effort to link new knowledge with other higher order concepts Learning related to experiences Learning unrelated to experiences Affective commitment to relate new knowledge to prior learning No affective commitment to relate new knowledge to prior learning Knowledge is retained much longer Generally knowledge cannot be recalled after hours or days Added capacity for subsequent learning of related materials No added capacity, in fact may inhibit learning, for subsequent learning of related materials. Can be applied in a variety of new problems or contexts (transferable)
  5. 5. Phase One Advance Organizer Phase Two Presentation of Learning task or Material Phase Three Strengthening Cognitive Organization Clarify aim of the lesson Make the organization of the new material explicit Relate new information to advance organizer Present the lesson Make logical order of learning material explicit Promote active reception learning. Relate organizer to students’ prior knowledge Present material in terms of basic similarities and differences by using examples, and engage students in meaningful learning activities

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