Meaningful Learning & Schema Theory

Meaningful Learning



The Meaningful Learning Theory is attributed to David Ausubel. According to this theory, students are considered to be the center of the teaching learning process, and the teachers are the facilitators. Meaningful Learning occurs when the new information is related to prior knowledge.
According to this theory learning of new knowledge relies on what is already known. That is, construction of knowledge begins with our observation and recognition of events and objects through concepts we already have. We learn by constructing a network of concepts and adding to them. Ausubel also stresses the importance of reception rather than discovery learning, and meaningful rather than rote learning.
Meaning is created through some forms of representational equivalence between language and mental context. There are two processes involved:

First discovery: Reception, which is employed in meaningful verbal learning.
Second: Discovery, which is involved in concept formation and problem solving.

Students who learn with meaningful learning are able to problem solve better than those who learn by rote. Meaningful learning teaches students important cognitive skills they will use throughout their life. Cognitive skills are what students use to evaluate, analyze, remember and make comparisons.

Instructional Implications
  • Teacher can activate prior knowledge using advance organizers to assure learning readiness.
  • Learning tasks and materials should be organized readable and relevant
  • Age differences among learners and culturally diverse learners should be taken into consideration as well.


 Schema Theory


A schema (plural schemata or schemas)  is a terms that describes a pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information.
Schema theory is pne  of the cognitivist learning theories and  states that all knowledge is organized into units. Within these units of knowledge, or schemata, is stored information. A schema, then, is a generalized description or a conceptual system for understanding knowledge-how knowledge is represented and how it is used.

According to the Schema theory  of learning instructors should consider how students use prior knowledge to comprehend and learn from text. Schema Theory emphasizes the mental connections learners make between pieces of information and can be a very powerful component of the learning process.

Some commonly used strategies to activate prior knowledge are: Graphic organisers; Concept maps; KWL Chart; Anticipatory guides; Hot potato; Finding out tables; Learning grids; and Brainstorming. Students learn a second language best when they are able to draw on their prior knowledge of their first language.

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