CONCEPT LEARNING: BRUNERS CONSTRUCTIVISM & AUSUBELS THEORY OF SUBSUMPTION

Silvia Jo Sabio Educ 22 Report

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Part. I Jerome S. Bruners Constructivism

Discovery Learning Representational Learning Concept Learning Inductive Method
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[also known for]

Bruner
A. Introduction: background & framework B. Representational Learning
Three Modes of Representation The sequence of representational stages

C. The Course of Cognitive Growth * Learning by Discovery * Culture & Cognitive Growth D. Theory of instruction: Inductive Method
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Bruner:
going beyond the information given
the outcome of cognitive development => THINKING aim of education => make the learner as autonomous & self-propelled a thinker as possible to understand:
what it means to know & how one comes to know

2 Major Themes in his work:

sequence of representational systems children acquire to understand the world; & role of culture in cognitive growth

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Bruners FRAMEWORK
PREMISE: learners must acquire ways of representing

recurrent regularities in environment

PROCESS: interaction between: (a) evolving basic

human capabilities, & (b) culturally invented technologies that amplify these capabilities
Cognitive growth has 2 aspects: from the inside out [REPRESENTATIONAL

LEARNING]
from the outside in [ROLE OF CULTURE IN

COGNITIVE GROWTH]

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Interactional Theories of Cognitive Development

Jerome S. Bruner

Lev S.Vygostky

3 Modes of Representing Understanding

Mediation through signs emphasized culture based in human activity

Vygotskys Developmental Method

ENACTIVE ICONIC SYMBOLIC

leads to

Cognitive Growth

Social Origins of Thinking

Internalization ZPD Intersubjectivity

inuences

Implications:
Discovery Learning & Inquiry Teaching Culture

1. Learning pulls development. 2. Instruction should be scaffolded in the ZPD. 3. Intersubjective interaction is important
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3 Modes of Representation
1. ENACTIVE: action-based.
mode of representing past events through appropriate motoe responses, e.g. bringing you to place vs. giving directions; air-piano playing

2. ICONIC: image-based.
summarizing events by the selective organization of precepts & of images, by the spatial, temporal & qualitative structures of perceptual eld & their transformed images, e.g., making a map; imagining red-hot ames & black smoke for re

3. SYMBOLIC: language-based; the ultimate mode

result of acquiring a symbol system which represents things by design features that include remoteness & arbitrariness, e.g., language, numeric codes SJS

3 Modes of Representation
Mode
Denition Implication for Instruction
use manipulables & tactile instructional strategies with young children to teach concepts with which learners have no prior experience

Enactive

represents understanding through motor response

Iconic

using images to represent understanding

accompany instruction with diagrams & other strategies that appeal to the imagination

Symbolic

Using symbol systems such as language, musical notation, & mathematical notation to represent understanding

Use familiar symbol systems when teaching new concepts in a subject where the learner already has prior experience
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3 Modes of Representation

NOT A DEVELOPMENTAL STAGE THEORY (aka Piaget): the stages are not delineated, the modes are integrated and only loosely sequential as they "translate" into each other. Inuences from environment amplify internal capabilities of learners

REDEFINES READINESS FOR LEARNING: it is a question of translation, as a learner (even of a very young age) is capable of learning any material so long as the instruction is organized appropriately (vs. Piaget); it is not a question of prior knowledge (vs. Ausubel) ADULTS ALSO MAY GO THROUGH SEQUENCE: when faced with new material, it is efcacious to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners.

SEQUENCE & INSTRUCTION: The optimum sequence of instruction is the 3 modes, as any domain of knowledge can be represented in the modes..

Optimal instruction requires knowing the learners prior knowledge Optimal instruction also depends on desired speed of learning: exibility in mode to t what is required (time & SKA constraints) suggests a system of coding to form a hierarchical arrangement of related categories, where each successively higher level of categories becomes more specic (similar to Blooms) & the related idea of instructional scaffolding. In accordance with this understanding of learning, Bruner proposed the spiral curriculum, a teaching approach in which each subject or skill area is revisited at intervals, at a more sophisticated level each time SJS

Role of Culture in Cognitive Growth

emphasis in interaction: enables learner to develop the capacity to move

through the modes

between genetic predisposition & experience interpersonal interaction (learning is a social enterprise) learner & cultural

Learning by Discovery
DISCOVERY: all forms of obtaining knowledge for oneself by the use of ones own mind. process is important to intellectual development not a random event; information gathering must have connectivity & organization, or else deciency in problem-solving skills

Prerequisites
sufcient prior knowledge guided practice in inquiry: need models (concept attainment model) & teachers must model the conduct of inquiry (not random) reection: must know what they did, if successful or not contrast: leads to cognitive conicts, which then leads to discovery

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Role of Culture in Cognitive Growth

intelligence is to a great extent the internalization of

tools provided by a given culture

cultural environment determines use/application of a

concept schooling is an instrument of culture

cognitive growth is growing from within and

without: theories of instruction must consider the natures of:

knowledge knower knowledge-getting process
determines the mode of representation to be used determines the instructional strategies

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Part. II David P. Ausubels Theory of Subsumption

[also known for]

Meaningful [Verbal] Learning Concept Learning Theory of Assimilation Advance Organizers Deductive Method
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By: David P. Ausubel

Cognitive Organization

Hierarchical cognitive structure Individual anchoring ideas

Derivative subsumption Correlative subsumption Superordinate learning Combinatorial learning Assimilation Retention

Meaningful Reception Learning Processes of Meaningful Learning

MEANINGFUL LEARNING & SCHEMA THEORY

The Nature of Schema Schema Theory Schema-based Processes

Packets of knowledge similar to

theories & procedures Mental modes that guide & govern performance

Accretion (add to an existing

Instructional Implications:

1. Activate prior knowledge using advance organizers & schema signals. 2. Make instructional materials meaningful with comparative organizers & elaboration. 3. Provide new contexts & examples to apply to prior knowledge.

schema) Tuning (modify an existing schema) Restructuring (develop a new schema by analogy)

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Ausubels Meaningful Reception Learning

Cognitive Organization

Processes of Meaningful Learning

Hierarchical cognitive

structure Individual anchoring ideas

Derivative subsumption Correlative subsumption Superordinate learning Combinatorial learning Assimilation Retention
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THEORY OF ASSIMILATION: LEARNING & RETENTION

Ausubels

Developed parallel with, and essentially unaffected by the CIP THEORY. Initially, Ausubel viewed MRL as fundamentally different from thrust of SCHEMA THEORY.

But schema theory developed as similar to MRL. R. Mayer proposed synthesis of verbal learning research

that included SCHEMA THEORY & Ausubels Meaningful Learning Theory.

NOW: Ausubels theory not as popular as SCHEMA THEORY in learning research & theory, but some aspects of Ausubels theory is standard part of educational practice.
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Ausubels

Developed parallel with, and essentially unaffected by the CIP THEORY. Initially, Ausubel viewed MRL as fundamentally different from thrust of SCHEMA THEORY.

But schema theory developed as similar to MRL. R. Mayer proposed synthesis of verbal learning research

that included SCHEMA THEORY & Ausubels Meaningful Learning Theory.

NOW: Ausubels theory not as popular as SCHEMA THEORY in learning research & theory, but some aspects of Ausubels theory is standard part of educational practice.
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Ausubels

MEANING is at the very core of cognitive experience. occurs when learners actively interpret experiences using certain internal cognitive operations. interaction between cognitive experience ===> THEORY OFoperations & MEANINGFUL RECEPTION LEARNING made 2 distinctions: meaningful learning kinds of learning & rote vs.
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Meaningful Reception Learning

1st distinction: there are 2 types of learning in

classroom: 1. RECEPTION LEARNING:

what is to be learned is presented to the learner

in its nal form.

learner must internalize information in a form that

will be available for later use

akin to expository instruction

Ausubel: this is most common type of learning in classrooms.
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Meaningful Reception Learning

1st distinction: there are 2 types of learning in classroom:

2. DISCOVERY LEARNING:

The learner must:

a) rearrange information, b) integrate it with existing cognitive structure, c) reorganize/transform the integrated combination to create desired end product or discover a missing means-end relationship; d) internalize discovered content.
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Meaningful Reception Learning

2nd distinction: Rote vs. Meaningful Learning

A. ROTE LEARNING:

verbatim memorization no real connection between what was already known & what was memorized process of relating potentially meaningful information to what the learner knows in a nonarbitrary & substantive way
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B. MEANINGFUL LEARNING:

Meaningful Reception Learning

Kinds of Classroom Learning
1. Reception Learning 2. Discovery Learning

a. Rote Learning

b. Meaningful Learning

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3 Essential Conditions to Meaningful Learning

1. The Learner must use meaningful learning set to any learning task. not just memorize 2. Material must be potentially meaningful. learning tasks & materials should be organized, readable & relevant. 3. What learners already know & how that knowledge relates to what they are asked to learn. existing cognitive structure (organization, stability & clarity of knowledge)--the principal factor inuencing the learning & retention of new material. anchoring ideas --- provide entry points for new information to be connected.
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PREREQUISITES TO MEANINGFUL LEARNING

1. COGNITIVE STRUCTURE: the learners overall memorial structure or integrated body of knowledge. made up of sets of ideas that are hierarchically organized, and by theme. within a hierarchy, the most inclusive ideas are the strongest & most stable. similar to model of memory, except for hierarchy. 2. ANCHORING IDEAS: describes how specic linkages occur within the structure specic, relevant ideas in the cognitive structure that provide the entry points for new information to be connected. enables the learner to construct meaning from new information & experiences that are only potentially
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COOKING
includes different types involves preparation

Ideas high in the hierarchy

general

stable

stove

oven

determining recipe

assembling ingredients mixing stir whip egg beater beat whip whisk

frying sauteing

roasting baking

specic

unstable

Ideas low in the hierarchy

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HIERARCHY OF KNOWLEDGE AS APPLIED TO COOKING

PROCESSES OF MEANINGFUL LEARNING

How is new information added to an existing structure? New information can be:

1. Subordinate to
- lower in the structure; - under more general & inclusive anchoring ideas already in memory

SUBSUMPTION
1. Derivative 2. Correlative

2. Superordinate to - higher in the structure 3. Coordinate with

-same level in the structure

SUPERORDINATE COMBINATORIAL
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AUSUBELS ASSIMILATION THEORY

1. SUBSUMPTION
1A. DERIVATIVE
-> new examples of learned concepts
A. DOG

a1. Poodle

a2. Bulldog

a3. Labrador

a4.Dalmatian

1B. CORRELATIVE

-> elaboration, extension or modication of learned concepts [A becomes A1]

Government
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President

Congress

Judiciary

local government

AUSUBELS ASSIMILATION THEORY

2. SUPERORDINATE
-> synthesis of established ideas, i.e. learning a new concept under which established ideas can be subsumed.
Do all assignments ahead of time

Educ29 Mother of all PEs

Educ27 video has to be edited

Educ22 Report has to be made

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AUSUBELS ASSIMILATION THEORY

3. Combinatorial
-> new ideas are neither more inclusive nor subordinate to anchoring ideas, i.e. not relatable in a specic sense to an existing anchor, but relevant to a broad background of information.

Flow of heat through metal

Conduct of electricity through metal

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Ausubels Assimilation Theory

Original: process of retention THE MEANINGFUL LEARNING PROCESSES
SUBSUMPTION (derivative, correlative) SUPERORDINATE COMBINATORIAL

Revised: process of learning &

result of the interaction that takes place between (a) new material to be learned, and (b) the existing cognitive structure
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RETENTION OF MEANINGFUL LEARNING

RETENTION: maintain availability of acquired information, for access at a later time. immediately after meaningful learning, new information is easily accessible stability due to anchorage to relevant concepts in cognitive structure. over time, subsumed ideas less distinct from anchor. When no longer retrievable as separate from anchor, deemed forgotten. forgetting more serious for correlative, superordinate & combinatorial vs. derivative learning. difference between forgetting after rote vs. meaningful learning ==> net gain in cognitive structure in latter.
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READINESS FOR LEARNING

the learners developmental level of cognitive functioning. determines the extent to which learners are capable of learning at various levels of abstraction within a subject matter the most important single factor inuencing learning is what the learner already knows. Ascertain this and teach him accordingly. depends on a) substantive content in cognitive structure; b) cognitive organization of the learner; [also] c) age differences among learners d) cultural disadvantage
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ADVANCE ORGANIZERS
concept developed & systematically studied by Ausubel Denitions:

"statement of inclusive concepts to introduce and sum up material that follows" (Woolfolk, 2001). Cognitive instructional strategy used to promote the learning and retention of new information (Ausubel, 1960). method of bridging and linking old information with something new information that is presented prior to learning and that can be used by the learner to organize and interpret new incoming information (Mayer, 2003).

works best when there is no prior knowledge-- serves

as prior knowledge before learning new material
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ADVANCE ORGANIZERS
highly useful in process of transferring knowledge: allows
solving or transfer of knowledge to new situations

organization of new material to familiar structure, e.g., creative problem

TYPES:

EXPOSITORY- describe the new content; serves to make appropriate prerequisite knowledge available to the learner by providing new information COMPARATIVE: serve to build external connections with existing knowledge that is relevant to the new information by reminding the learner about prior knowledge are called comparative organizers (Mayer, 2003, 128) NARRATIVE- presents the new information in the form of a story to students. SKIMMING - used to look over the new material and gain a basic overview. GRAPHIC ORGANIZER- visuals to set up or outline the new information. CONCEPT MAPPING
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