LEARNING THEORY

Ausbel Learning Theory

David Paul Ausubel (1918-2008) was an American psychologist was
born in New York. whose most significant contribution to the fields of
educational psychology, cognitive science, and science education.
Ausubel believed that understanding concepts, principles, and ideas are
achieved through deductive reasoning. Similarly, he believed in the idea
of meaningful learning as opposed to rote memorization. The most
important single factor influencing learning is what the learner already knows. This led
Ausubel to develop an interesting theory of meaningful learning and advance organizers.

Learning Theory

Ausubel believes that the new knowledge, learning and maintaining efficient depends on
the adequacy of cognitive structure, whereas the formation of the appropriate cognitive
structures are also dependent on effective ways of learning.

Meaningful Verbal Learning

Meaning is created through some forms of representational equivalence between language

(symbols) and mental context. In learning two processes are involved (I) Reception which
is employed in meaningful verbal learning and (ii) Discovery which is employed in
concept formation and problem solving. Ausubel pointed out that reception also become
meaningful by appropriate uses of different teaching techniques and badly handled
discovery method also promotes the rote memorization. So Ausubel forced the proper
presentation of teaching materials and contents rather than what method is used.

Motivation Theory

Ausubel's learning theory also attaches great importance to student motivation.

According to his view, by the cognitive drive achievement motivation, self improving
internal driving force and the subsidiary internal driving composition. Self-improvement is
the internal driving force by virtue of their ability of students to win the
corresponding position or achievement needs. learning motivation will not have a direct
impact on learning, but through an indirect way of enhancing and promoting learning
impact. Research indicates that: motivation, moderate-intensity excitation, or to arouse, to
learn with good results.
Subsumption Theory

Subsumes meant to incorporate new materials in to one's cognitive structure. From

Ausubel's perspective this is the meaning of learning. When information is subsumed into
the learners cognitive structure it is organized hierarchically. New materials can be
subsumed in to two different ways and for both of these, no meaningful learning takes
place unless a stable cognitive structure exists.

Ausubel's describes the two types of subsumptions as;

(I) Correlative Subsumption: New material is an extension of which is already known.

(II) (II) Derivative Subsumption: New material or relationship can be derived from
existing structure.

Advance Organizer

meaningful verbal learning and retention materials, use of advance organizers language
teaching and the significance of the promotion of learning to accept teaching methods.
Ausubel’s must notable classroom application is Advance organizer.

The advance organizer is a tool or mental learning aid to help students integrate the new
information with their existing knowledge, leading to a "meaningful learning" as opposed
to the rote learning (memorization)

This is satisfied through two conditions:

a. The student must process and understand what the information present on the organizer;
this increases the effectiveness of organizer itself.

b. The organizer must indicate the relation among the basic concepts and terms that will be
used.

Ausubel believed that it was important for teacher to provide preview information to the
learners (but preview is not the summary or conclusion of the information).
Gagne Learning Theory

Robert Gagné is one of the behaviorist theorists. He is also known as a bridge theorist

because he took the best of both worlds, behaviorism and cognitivism, to create his view of

instruction and its design. Gagné believes that learning results in behavior changes that are

observable. He called these changes in behavior outcomes. Outcomes, according to Gagné,

are descriptions of educational goals in terms of what is to be accomplished through the

prescribed learning activities.

Piaget learning theory

Piaget's work led to the cognitive constructivist theory. Piaget believed that cognitive

development occurs through a sequence of successive qualitative changes in cognitive

structures. His theory has two main parts: "an ages and stages component that predicts
what children

can and cannot understand at different ages, and a theory of development that describes
how children

develop cognitive abilities"

He believed that children develop knowledge through active participation in their learning
Learners will build their own knowledge through experience.
References

http://totheteacher.blogspot.com/p/psychology-of-th-learning.html

Ausubel, D.P. (1978). In defense of advance organizer, a reply to critics, Retrieved from
ERIC.

Ausubel, D.P. (1968). Educational psychology: A cognitive view, New York; Holt
renerhart and wisiston.

Ausubel,D.P&Robinson,F.G.(1969).School learning: An introduction to educational

psychology. New York : Holt Rinerhart and wigston. Hassard, J.(2003) Backup of
Meaningful learning Model, Geogia State University Ometitus. Retrieved from http://
www.davidasubel.org