meaningful reception learning
learners actively interpret their experiences using internal, cognitive operations
reception learning
content presented in final form
Discovery learning
rote memorization
3 conditions for meaningful learning
material is meaningful, new knowledge relates to prior knowledge, students must want to learn
cognitive structure
learners integrated body of knowledge made up of sets of ideas organized hierarchically by them
Anchoring ideas
entry points for new ideas into cognitive structure. enables students to construct meaning with new information
information can be added in 3 ways
subordinate, superordinate, coordinate
subordinate
added thru subsumption. new information is subsumed under more general and inclusive anchoring idea
superordinate
a new concept is learned that allows already established ideas to be subsumed under it.
coordinate
new information is not specific to an anchor but is relevant to a broad background of information. combinatorial learning
2 types of subordinate learning
derivative and correlative subsumptioni
derivative subsumption
learning new examples of established concepts
correlative subsumption
elaboration, extension or modification of idea
factors affecting learning
previous knowledge, well organized cognitive structures, teach in concrete ways, culture impacts due to diff life experiences and prior learning
ausubels learning theory
prior knowledge defines learning and differences in learners such as age, culture, development should be taken into consideration
Meaningful receptive
Information is connected to what the learner already knows, is relevant to the learner and is learned with the intent to understand.All information is presented in its final, most efficient and coherent form.
Meaningful discovery
information is connected to what the learner already knows, is relevant to the learner and is learned with the intent to understand.Information is presented through a varietyof experiences for the learner with the intent of the learner generating anchoring ideas and/or key aspects of the information as discovered by the learner
Rote receptive
Information is retainedin memory for the sole purpose of storing it in the learner's memory. Few, if any, connections are made to what the learner already knows.
All information is presented in its final, most efficient and coherent form
Rote discovery
Information is retained in memory for the sole purpose of storing it in the learner's memory. Few, if any, connections are made to what the learner already knows.Information is presented through a varietyof experiences for the learner with the intent of the learner generating anchoring ideas and/or key aspects of the information as discovered by the learner
Types of learning
meaningful and rote
Learning situations
receptive and discovery
