This article will show various pedagogical strategies.
to Ausubel, learning is synonymous with understanding and implies a view of learning based on students' internal processes and not only external responses. With the intention of promoting the assimilation of knowledge, the teacher will advance organizers encourage the establishment of appropriate relationships between prior knowledge and new. The organizers aim to facilitate meaningful receptive learning, which would be possible to consider the exhibition organized content, promotes a better understanding.
In short, the theory of meaningful learning is to emphasize the process of meaning making as central to teaching.
Conditions that must be met for meaningful learning to occur, it should be noted:
1. Logical significance: it refers to the internal structure of the content.
2. Psychological significance: it refers to non-arbitrary relations can be established between the background and the new. Is relative to individual learning and depends on their previous performances.
3. Motivation: There must be also a subjective disposition for student learning. There are three types of needs: power, affiliation and achievement. The intensity of each varies according to people and generates different motivational states should be taken into account.
As stated by Piaget, learning is conditioned by the level of cognitive development, but in turn, as noted by Vygotsky, learning is itself an engine of cognitive development. Moreover, many categorizations are based on school curriculums, consequently, it is difficult to separate cognitive development of school learning. But the point is that learning is a constructive process internally and in this regard should be viewed as a set of actions to promote this process. It is in this line, which we have investigated the pedagogical implications of the prior knowledge.
was called intuitive conceptions (misconceptions), the theories spontaneous phenomena that differ from scientific explanations. These concepts are usually very resistant to instruction (e incuse operate as true "obstacles", so that both forms of knowledge coexist in a sort of cognitive dualism .. This is partly due to misconceptions that may be useful in to everyday life. And on the other hand, are often not conducive from teaching a link between this intuitive knowledge and school knowledge (science).
From a constructivist approach, the strategy has been developed is to generate a conflict in students between their intuitive theory of scientific explanation in order to promote conceptual reorganization, which will not be simple nor immediate.
Otro implicancia importante de la teoría de Ausubel es que ha resuelto la aparente incompatibilidad entre la enseñanza expositiva y la enseñanza por descubrimiento, porque ambas pueden favorecer una actitud participativa por parte del alumno, si cumplen con el requisito de activar saberes previos y motivar la asimilación significativa.
Finalmente, la técnica de mapas conceptuales, desarrollada por Novak, es útil para dar cuenta de las relaciones que los alumnos realizan entre conceptos, y pueden ser utilizados también como organizadores previos que busquen estimular la actividad de los alumnos.
Extraído: http://ausubel.idoneos.com/index.php/368873
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