Learning about Learning: The Contributions of Ausubel's Assimilation Theory to a Teacher Education Program at the University of Vermont.

Autor/inn/en	Smith, Markley; Stowell, Mary Ellen
Titel	Learning about Learning: The Contributions of Ausubel's Assimilation Theory to a Teacher Education Program at the University of Vermont.
Quelle	(1983), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Acculturation; Cognitive Processes; Concept Formation; Encoding (Psychology); Epistemology; Higher Education; Learning Processes; Learning Strategies; Learning Theories; Metacognition; Preservice Teacher Education; Student Attitudes; Teacher Education Programs + Suchen Sie Ihr Suchwort? Schulleistung; Akkulturation; Cognitive process; Kognitiver Prozess; Concept learning; Begriffsbildung; Encoding; Codierung; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten
Abstract	An experiment employed cognitive based teaching and learning procedures in an undergraduate educational psychology course. The procedures were strongly influenced by David Ausubel's theory on learning and related skills. Ausubel defines effective learning as a process by which humans understand the structure of knowledge and consciously make structures compatible with existing organization of concepts in the brain. Thus, the human nervous system, as an information processing and storing system, may be analogized to the conceptual structure of an academic discipline. An analysis of the students' conceptual structures employed in their writing established a "learning how to learn" phenomenon. There was indication of the presence of content understood and retained at a complex level, and an ability to apply concepts to practical problems. This achievement was attributed to the thesis that the students were applying learning strategies which they had extrapolated from the Ausubelian learning theory. (Author/JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC