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Ausubel meaningful learning

meaningful reception learninglearners actively interpret their experiences using internal, cognitive operationsreception learningcontent presented in final form ONAUSUBEL MEANINGFUL LEARNING SPECIFICALLY FOR YOUFOR ONLY$13. 90/PAGEOrder NowDiscovery learningrote memorization3 conditions for meaningful learningmaterial is meaningful, new knowledge relates to prior knowledge, students must want to learncognitive structurelearners integrated body of knowledge made up of sets of ideas organized hierarchically by themAnchoring ideasentry points for new ideas into cognitive structure. enables students to construct meaning with new informationinformation can be added in 3 wayssubordinate, superordinate, coordinatesubordinateadded thru subsumption. new information is subsumed under more general and inclusive anchoring ideasuperordinatea new concept is learned that allows already established ideas to be subsumed under it. coordinatenew information is not specific to an anchor but is relevant to a broad background of information. combinatorial learning2 types of subordinate learningderivative and correlative subsumptioniderivative subsumptionlearning new examples of established conceptscorrelative subsumptionelaboration, extension or modification of ideafactors affecting learningprevious knowledge, well organized cognitive structures, teach in concrete ways, culture impacts due to diff life experiences and prior learningausubels learning theoryprior knowledge defines learning and differences in learners such as age, culture, development should be taken into considerationMeaningful receptiveInformation 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 discoveryinformation 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 learnerRote receptiveInformation 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 formRote discoveryInformation 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 learnerTypes of learningmeaningful and roteLearning situationsreceptive and discovery

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