2/2/92 Ausubel and Robinson A.Amin javaheri

Ausubel and Robinson’s six hierarchically-ordered

categories (1969)



Ausubel and Robinson indicate that meaningful learning requires that

the presented material has logical meaning, that relevant ideas are present in the learner’s cognitive structure, and that the learner has the

ability to link new concepts. Their work encourages movement beyond

rote learning in an effort to allow the learner to relate information to

existing knowledge and to take into account the complexity associated

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;text-justify:kashida;text-kashida:0%;line-height:normal;mso-layout-grid-align: none;text-autospace:none"><span style="font-size:16.0pt;font-family:"Times New Roman","serif"">with the task or concept. Effective teachers need to provide scaffolding

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;text-align: justify;text-justify:kashida;text-kashida:0%;line-height:normal;mso-layout-grid-align: none;text-autospace:none"><span style="font-size:16.0pt;font-family:"Times New Roman","serif"">by presenting information in a logical order and illustrating the connection among ideas to allow integration into students’ cognitive structure.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">He said that rote and meaningful learning is represented quite differently in the student psychological structure.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">   Rote learning take place when :

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">1.The material to be learned lacks logical meaning

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">2. The learner lacks relevant ideas in her/his structure

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">3.The individual lacks a meaningful learning set

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">Along the way, teachers need to guide learners by correcting errors.

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">Think about a learning community around the concepts of

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">statistics and quantitative literacy. Following the concepts above, the

<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal;mso-layout-grid-align:none;text-autospace:none"><span style="font-size: 16.0pt;font-family:"Times New Roman","serif"">developers will want to make sure that the material has a clear connection to the learners’ experiences. If the material has no logical meaning or an unclear application, then it may be difficult to move beyond rote learning. Learning activities should look to build the cognitive structures or understanding in each individual student so that they are able to articulate and explain relevant concepts in their own words. Students might also debate the findings from a specific study in an effort to illustrate the complexity of quantitative research and interpretation of data.

<p class="MsoNormal"> Ausubel and robinson use these six hierarchically   ordered for analysis of learning :

<p class="MsoNormal"> 1. Representational learning

<p class="MsoNormal"> 2. concept learning

<p class="MsoNormal"> 3.propositional learning

<p class="MsoNormal"> 4.application

<p class="MsoNormal"> 5. problem_solving

<p class="MsoNormal"> 6. creativity

<p class="MsoNormal"> Ausubel believes that teacher directed learning in more effective than learning by discovery.Teacher should provide ideational scaffolding especially in form of advance organizer.

<p class="MsoNormal"> At last, Ausubel and Robinson basic intention is to help teacher to improve the structure and sequencing of their teaching in order to develop meaning full learning.

<p class="MsoNormal">

<p class="MsoNormal"> References

<p class="MsoNormal" style="text-align:justify"><span style="font-size:16.0pt; line-height:107%;font-family:"Arial","sans-serif";mso-ascii-theme-font:minor-bidi; mso-hansi-theme-font:minor-bidi;mso-bidi-font-family:Arial;mso-bidi-theme-font: minor-bidi"> =<span style="font-family:"Arial","sans-serif";mso-ascii-theme-font:minor-bidi; mso-fareast-font-family:Arial;mso-fareast-theme-font:minor-bidi;mso-hansi-theme-font: minor-bidi;mso-bidi-theme-font:minor-bidi;color:windowtext"> 1. <span style="font-family:"Arial","sans-serif";mso-ascii-theme-font: minor-bidi;mso-hansi-theme-font:minor-bidi;mso-bidi-theme-font:minor-bidi; color:windowtext">Frame work for thinking a hand book for teaching and learning = ='''<span style="font-family:"Arial","sans-serif";mso-ascii-theme-font:minor-bidi; mso-fareast-font-family:Arial;mso-fareast-theme-font:minor-bidi;mso-hansi-theme-font: minor-bidi;mso-bidi-theme-font:minor-bidi;color:windowtext"> 2. <span style="font-family:"Arial","sans-serif";mso-ascii-theme-font: minor-bidi;mso-hansi-theme-font:minor-bidi;mso-bidi-theme-font:minor-bidi; color:windowtext">Ausubel's Learning Theory: An Approach To Teaching Higher Order Thinking Skills.(educational psychologist David Paul Ausubel). <span style="font-family:"Arial","sans-serif";mso-ascii-theme-font:minor-bidi; mso-hansi-theme-font:minor-bidi;mso-bidi-theme-font:minor-bidi;color:windowtext">Stanley D. Ivie. High School Journal '''82.1 (Oct 1998): p35(1). = <p class="MsoNormal">

<p class="MsoListParagraph" style="text-indent:-.25in;mso-list:l0 level1 lfo1"><span style="font-size:16.0pt;line-height:107%;font-family:"Arial","sans-serif"; mso-ascii-theme-font:minor-bidi;mso-fareast-font-family:Arial;mso-fareast-theme-font: minor-bidi;mso-hansi-theme-font:minor-bidi;mso-bidi-font-family:Arial; mso-bidi-theme-font:minor-bidi"> 3. <span style="font-size:16.0pt;line-height:107%;font-family:"Arial","sans-serif"; mso-ascii-theme-font:minor-bidi;mso-hansi-theme-font:minor-bidi;mso-bidi-font-family: Arial;mso-bidi-theme-font:minor-bidi">Ausubel, D. P. (1952). Ego Development and the Personality Disorders. Orlando, FL: Grune & Stratton.