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David Paul Ausubel (October 25, 1918 – July 9, 2008) [1] was an American psychologist. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on "advance organizers" (see below) since 1960.
Similar types of learning include active learning, deeper learning, and integrative learning. Ausubel (1967:10) focused on meaningful learning as "a clearly articulated and precisely differentiated conscious experience that emerges when potentially meaningful signs, symbols, concepts, or propositions are related to and incorporated within a ...
The resultant textbook, School Learning: An Introduction to Educational Psychology [18] was published in 1969. It interpreted Ausubel's theory of 'meaningful verbal learning' in the context of education. Subsequent editions were published in Britain (1971), Australia (1972), Romania (1973) and Japan (1984).
Various theories have been put forth to undergird the assimilation of knowledge through the use of graphic organizers. According to Ausubel's Subsumption Theory, when a learner connects new information to their own preexisting ideas, they absorb new information. [8]
Active learning is "a method of learning in which ... influenced by David Ausubel, ... This concept was developed based on the Zone of Proximal Development theory by ...
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Already in the late 19th century, the American educator John Dewey was writing about learning by doing, [6] and later that learning should be based on the learner's interests and experiences. [7] In 1963, American psychologist David Ausubel released his book The Psychology of Meaningful Verbal Learning calling for a holistic approach to ...
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.