1. Cognitive Learning Theories and its Implication on Science Classroom Teaching Presenters: Azlina Wati Bt. Aziz Azura Bt. Razali Lukman B. Che Hassan Yuhana Anom Bt Md. Yunos

2.

• David P. Ausubel was born in 1918

• Grew up in Brooklyn, NY

• Attended the University of Pennsylvania, taking the pre-medical course and majoring in Psychology

• In 1973 he retired from academic life to devote full time to his psychiatric practice

• His principal interests in psychiatry have been general psychopathology, ego development, drug addiction, and forensic psychiatry

• In 1976 he received the Thorndike Award from the American Psychological Association for "Distinguished Psychological Contributions to Education".

3. Introduction -Supported the theory that pupils form & organise knowledge by themselves -Emphasized the importance of verbal learning / language-related learning which he consider to be very effective for pupils of the age 11 or 12 & above

4.

• -Pupils gradually learn to associate new knowledge with existing concepts in their mental structures

• -To ensure meaningful teaching, necessary to avoid rote memorising of facts. Pupils need to manipulate ideas actively

5. Advance Organizer -Presents an overview of the information to be covered in detail during the exposition that follows -Can be classified : exposition or comparison type

6. Advance Organizer of the Exposition Type

• -While presenting new material

• -Use beginning of lesson

• -Presents several encompassing generalisations where detailed contents will be added later

7. Advance Organizer of the Comparison Type

• -Useful when the knowledge to be presented is new to pupils

• -Compares new material with knowledge already known by emphasising the similarities between 2 types of material & showing the information that is to be learnt

• -Ausubels teaching approach is deductive in nature

8.

• Step 4:The pupils study specific examples

Step 3:The teacher presents examples ADVANCE ORGANIZER GENERAL SPECIFIC Step 2:The teacher explains important terms Step 1:The teacher presents general statement or abstraction of lesson Deductive Teaching Model: Advance Organizer as the basis of the lesson

9. Ausubels Meaningful Learning

10. Meaningful Reception Learning Theory A concerned with how students learn large amounts of meaningful material from verbal/textual presentations in a learning activities Learning is based on the representational, superordinate and combinatorial processes that occur during the reception of information. A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a non-verbatim basis (previous knowledge) Meaningful learning results when new information is acquired by linking the new information in the learner's own cognitive structure

11. The processes of meaningful learning

• Ausubel proposed four processes by which meaningful learning can occur :

• • Derivative subsumption

• • Correlative subsumption

• • Superordinate learning

• • Combinatorial learning

12. Derivative subsumption

• Describes the situation in which the new information pupils learn is an instance or example of a concept that pupils have already learned

• Example (Stage 1) :

• PREVIOUS KNOWLEDGE : Let's suppose Ali have acquired a basic concept such as "tree have green leave, branch, fruits

• • Ali learn about a kind of tree that he have never seen before persimmon tree - conforms to his previous understanding of tree

• • His new knowledge of persimmon trees is attached to the concept of tree , without substantially altering that concept in any way

13. Correlative subsumption

• more "valuable" learning than that of derivative subsumption, since it enriches the higher-level concept

• Example (Stage 2) :

• Now, let's suppose Ali encounter a new kind of tree that has red leaves , rather than green

• Accommodate this new information Ali have to alter or extend your concept of tree to include the possibility of red leaves

14.

• In this case, you already knew a lot of examples of the concept, but you did not know the concept itself until it was taught to pupils.

Superordinate learning

• Example (Stage 3) :

• Ali was well acquainted with maples, oaks, apple trees etc., but pupils still did not know, until they were taught that these were all examples of deciduous trees

15. Combinatorial learning

• It describes a process by which the new idea is derived from another idea that is comes from his previous knowledge (in a different, but related, "branch" )

• Students could think of this as learning by analogy

• Example (Stage 3) :

• Ali learn about modification on the plants part , Ali might relate it to previously acquired knowledge of how papyrus tree used to produce paper

16.

• General ideas of a subject (general statement):

• • Must be presented first

• • then progressively differentiated in terms of detail and specificity.

• Instructional materials :

• • should attempt to integrate new material with previously presented information

• • Using comparisons and cross-referencing of new and old ideas.

Principles of Ausubel's Meaningful Reception Learning Theory within a classroom setting

17.

• Advance organizers :

• • Instructors should incorporate advance organizers when teaching a new concept

• Examples :

• • Instructors should use a number of examples and focus on both similarities and differences.

Principles of Ausubel's Meaningful Reception Learning Theory within a classroom setting

18. The most important single factor influencing learning is what the learner already knows.. Thank You