HOW DO AHEAD FOR VERBAL LEARNING IS REALLY SIGNIFICANT?
PREPARED BY: DR (C) CARLOS CHAVEZ MONSOON
Author of Business Process Methodology
Integrative http://mipe2008.blogspot.com/
carloschavezmonzon@yahoo.es
Keywords: Meaningful Learning, Ausubel
Meaningful Verbal Learning, was published in 1963 and Ausubel today's date June 12, 2009 Much has been said about his theory and education professionals have attempted to apply this theory in many cases, not always with the desired success . Both the curriculum and teaching-learning process at all levels of education, ie learning to be truly Significant we head into the theory and deepened so that we learn "significantly" to ensure that the learning we want from our university students on cognitive content that are really want to achieve "significant." First try to interpret and summarize the construct meaningful verbal learning "in its various approaches from the perspective of Ausubel, analyzing the strengths and weaknesses of this theory and then try their applicability in teaching and learning.
I think the roots of Meaningful Verbal Learning Theory is Ausubel's interest to know and explain the conditions and features in which learning is generated by relating effective and efficient ways to deliberately induce stable cognitive changes, likely to give meaning to life. Therefore, the aim or goal of this theory is that learning that occur in the classroom are significant, ie, learning theory is realistic and viable system with a holistic approach, for which, this theory addresses the complexity and significance of verbal and symbolic learning, therefore, to achieve this significance, you should pay attention to each and every one of the elements and factors affecting it, which can be manipulated to such order within and outside the classroom.
Many teachers, specialists, curriculum designers and educational researchers, including myself that now I have developed my PhD in Education and I have included in my research the theory of meaningful verbal learning Ausubel, try to analyze the potential of the construct " meaningful verbal learning. " As I read, to Ausubel meaningful learning is the process by which new knowledge is related or information to the learner's cognitive structure of a non-arbitrary, substantive or not litter, that interaction with the cognitive structure is not has considerable as a whole, but with important aspects present in the same, which are called anchor subsumidores or ideas. In this process the new contents have meaning for the subject produced a transformation of subsumidores of cognitive structure, which are thus progressively more differentiated, developed and stable "
So, I think, learning to produce significant, must provide two basic conditions:
1) Attitude potentially significant part of student learning at all levels and especially in university and graduate level in which I am laboring for hours, that is, willingness to learn significantly .
2) Presentation of a potentially significant material that the teacher should develop. This requires: a.
On the one hand, the material has logical meaning, that is, to be potentially related to the learner's cognitive structure on a non-arbitrary and substantive. B.
In addition, there are ideas or subsumidores suitable anchorage on the subject that allow interaction with the new material presented.
From what I observed and learned in response to the object, meaningful learning can be representational, concepts and propositions.
I also think that if used as a criterion for the hierarchical organization of cognitive structure, learning significant may be subordinate or superordinate combinatorial. For Ausubel what is learned are words or other symbols, concepts and propositions. Since the representational learning leads naturally to the learning of concepts and it is the basis of propositional learning, concepts are a central and defining in meaningful learning.
far as I understood, through assimilation basically learning occurs in school age and adults. Are generated and different combinations between the attributes and characteristics of the concepts that are the anchor ideas to give new meaning to new concepts and propositions, which enrich the structure cognitive. To make this process possible, according to Ausubel, we have to have a major vehicle that is language: the significant learning is achieved through the speaking of language and requires, therefore, communication between teacher and pupil and student with itself.
Ausubel For the material discussed in the programming content of a discipline aimed at achieving significant learning in students taken into account according to Ausubel four principles: progressive differentiation, integrative reconciliation, sequential organization and consolidation.
In my perception, so that meaningful learning apply to any educational institution and at any educational level, should be taken into account:
1) the significant verbal learning should be attached to thought, feeling and action of both the student "learns significantly" as the teacher (myself included) who teaches "significantly."
2) The significant verbal learning should be shared responsibility of both the teacher who taught and the student who receives it and experience, taking into account the educational materials that teachers should be prepared and must meet the applicable requirements of "meaningful verbal learning."
3) The meaningful verbal learning will be more significant the higher the teacher's ability to generate mental models more and more explanatory and predictive.
4) That the significant verbal learning depends on the motivations and predispositions that students will, which must be critical of their cognitive process with a significant predisposition to learning, so to analyze "significantly" different perspectives on teaching materials submit.
conclude that, for meaningful verbal learning takes place, all teachers must be trained in educational theory and applicability of Ausubel and within such training should be created scenarios framed within the "significant verbal learning," and that each teacher develop educational materials with the approach of a "meaningful verbal learning" for the student's cognitive structure can be "pinned significantly." Also be included in training to administrative heads of each school and executives who must evaluate the curriculum specialists and teacher materials and monitoring and control of the teaching-learning process based on an approach of "significant verbal learning ".
PREPARED BY: DR (C) CARLOS CHAVEZ MONSOON
Author of Business Process Methodology
Integrative http://mipe2008.blogspot.com/
carloschavezmonzon@yahoo.es
Keywords: Meaningful Learning, Ausubel
Meaningful Verbal Learning, was published in 1963 and Ausubel today's date June 12, 2009 Much has been said about his theory and education professionals have attempted to apply this theory in many cases, not always with the desired success . Both the curriculum and teaching-learning process at all levels of education, ie learning to be truly Significant we head into the theory and deepened so that we learn "significantly" to ensure that the learning we want from our university students on cognitive content that are really want to achieve "significant." First try to interpret and summarize the construct meaningful verbal learning "in its various approaches from the perspective of Ausubel, analyzing the strengths and weaknesses of this theory and then try their applicability in teaching and learning.
I think the roots of Meaningful Verbal Learning Theory is Ausubel's interest to know and explain the conditions and features in which learning is generated by relating effective and efficient ways to deliberately induce stable cognitive changes, likely to give meaning to life. Therefore, the aim or goal of this theory is that learning that occur in the classroom are significant, ie, learning theory is realistic and viable system with a holistic approach, for which, this theory addresses the complexity and significance of verbal and symbolic learning, therefore, to achieve this significance, you should pay attention to each and every one of the elements and factors affecting it, which can be manipulated to such order within and outside the classroom.
Many teachers, specialists, curriculum designers and educational researchers, including myself that now I have developed my PhD in Education and I have included in my research the theory of meaningful verbal learning Ausubel, try to analyze the potential of the construct " meaningful verbal learning. " As I read, to Ausubel meaningful learning is the process by which new knowledge is related or information to the learner's cognitive structure of a non-arbitrary, substantive or not litter, that interaction with the cognitive structure is not has considerable as a whole, but with important aspects present in the same, which are called anchor subsumidores or ideas. In this process the new contents have meaning for the subject produced a transformation of subsumidores of cognitive structure, which are thus progressively more differentiated, developed and stable "
So, I think, learning to produce significant, must provide two basic conditions:
1) Attitude potentially significant part of student learning at all levels and especially in university and graduate level in which I am laboring for hours, that is, willingness to learn significantly .
2) Presentation of a potentially significant material that the teacher should develop. This requires: a.
On the one hand, the material has logical meaning, that is, to be potentially related to the learner's cognitive structure on a non-arbitrary and substantive. B.
In addition, there are ideas or subsumidores suitable anchorage on the subject that allow interaction with the new material presented.
From what I observed and learned in response to the object, meaningful learning can be representational, concepts and propositions.
I also think that if used as a criterion for the hierarchical organization of cognitive structure, learning significant may be subordinate or superordinate combinatorial. For Ausubel what is learned are words or other symbols, concepts and propositions. Since the representational learning leads naturally to the learning of concepts and it is the basis of propositional learning, concepts are a central and defining in meaningful learning.
far as I understood, through assimilation basically learning occurs in school age and adults. Are generated and different combinations between the attributes and characteristics of the concepts that are the anchor ideas to give new meaning to new concepts and propositions, which enrich the structure cognitive. To make this process possible, according to Ausubel, we have to have a major vehicle that is language: the significant learning is achieved through the speaking of language and requires, therefore, communication between teacher and pupil and student with itself.
Ausubel For the material discussed in the programming content of a discipline aimed at achieving significant learning in students taken into account according to Ausubel four principles: progressive differentiation, integrative reconciliation, sequential organization and consolidation.
In my perception, so that meaningful learning apply to any educational institution and at any educational level, should be taken into account:
1) the significant verbal learning should be attached to thought, feeling and action of both the student "learns significantly" as the teacher (myself included) who teaches "significantly."
2) The significant verbal learning should be shared responsibility of both the teacher who taught and the student who receives it and experience, taking into account the educational materials that teachers should be prepared and must meet the applicable requirements of "meaningful verbal learning."
3) The meaningful verbal learning will be more significant the higher the teacher's ability to generate mental models more and more explanatory and predictive.
4) That the significant verbal learning depends on the motivations and predispositions that students will, which must be critical of their cognitive process with a significant predisposition to learning, so to analyze "significantly" different perspectives on teaching materials submit.
conclude that, for meaningful verbal learning takes place, all teachers must be trained in educational theory and applicability of Ausubel and within such training should be created scenarios framed within the "significant verbal learning," and that each teacher develop educational materials with the approach of a "meaningful verbal learning" for the student's cognitive structure can be "pinned significantly." Also be included in training to administrative heads of each school and executives who must evaluate the curriculum specialists and teacher materials and monitoring and control of the teaching-learning process based on an approach of "significant verbal learning ".
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