David Ausubel Pps - Pps

National Autonomous University of Honduras
Faculty of Humanities and Art

School of Foreign Languages and Cultures
Foreign Languages Career
Psychopedagogy
Msc. Rosa Oneyda Palacios Gámez
Group 16
Members
Bessy Mendoza
Any Herrera
Indira Torres
David Ausubel
Meaningful Learning Theory
Biography
 Born: October 25, 1918
 Died: July 9, 2008
 Grew up in Brooklyn, New York
 He graduated from medical school at

Middlesex University.
 Later he earned a Ph.D in Developmental
Psychology at Columbia University.
 He was influenced by the work of Piaget.
• In 1973, Ausubel retired from academic life and
devoted himself to his psychiatric practice.
• In 1976, he received the Thorndike Award from the

American Psychological Association for "Distinguished
Psychological Contributions to Education".
 Concerned with how  Learning is based on the
students learn large representational,
amounts of meaningful superordinate and
material from combinatorial processes
verbal/textual that occur during the
presentations in a learning reception of information.
activities.  A primary process in
 Meaningful learning results learning is subsumption in
when new information is which new material is
acquired by linking the new related to relevant ideas in
information in the learner’s the existing cognitive
own cognitive structure structure on a non-verbatim
basis (previous knowledge)
The processes of meaningful learning:
 Ausubel proposed four processes by which

meaningful learning occur:
Derivative Subsumption
Correlative Subsumption
Superordinate Learning
Combinatorial Learning
Derivative Subsumption Correlative Subsumption

 Describes the situation  More valuable
in which the new learning than that of
information pupils derivative
learn is an instance or subsumption, since it
example of a concept enriches the higher-
that pupils have level concept.
already learned.
Superordinate Learning Combinatorial Learning

 In this case, you  It describes a process by
which the new idea is
already knew a lot of derived from another
examples of the idea that is comes from
concept, but you did his previous knowledge
(in a different, but
not know the concept related, “branch”)
until it was taught to  Students could think of
pupils this as learning by
analogy
Principles of Ausubel’s Meaningful
Reception Learning Theory
Within a classroom setting include:

 The most general ideas of a subject should
be presented first and then progressively
differentiated in terms of detail and
specificity.
 Instructional materials should attempt to
integrate new material with previously
presented information through comparisons
and cross-referencing of new and old
ideas.
Principles of Ausubel’s Meaningful
Reception Learning Theory
 Instructors should incorporate advance organizers when

teaching a new concept.
 Instructors should use a number of examples and focus
on both similarities and differences.
 Classroom application of Ausubel's theory should
discourage rote learning of materials that can be
learned more meaningfully.
 The most important single factor influencing learning is
what the learner already knows.
Summary
 For Ausubel, meaningful learning is a process that
related new information relevant to the concepts
contained in a person’s cognitive structure.
 In order to be meaningful to students ‘learning, then
learning should be linked and relevant to students’
cognitive structures.
 Relevance to students’ cognitive structures can
happen when we pay attention to early knowledge
of the concepts that preceded the concept to be
learned.
Summary
 It is important for students to construct knowledge
through learning.
 The essential theory of meaningful learning is a
teaching which Ausubel enables students can
associate the beginning of knowledge with new
knowledge that will learn and how teachers can
facilitate learning by preparing the facility as a
presentation of the subject matter which allows
students to build knowledge in discovery learning
activities.

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National Autonomous University of Honduras

Faculty of Humanities and Art

 He graduated from medical school at

• In 1976, he received the Thorndike Award from the

 Ausubel proposed four processes by which

Derivative Subsumption Correlative Subsumption

Superordinate Learning Combinatorial Learning

Within a classroom setting include:

 Instructors should incorporate advance organizers when

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