Aprendizado
For the specialist in Educational Psychology, prior knowledge of the student is the key to meaningful learning
Elisângela Fernandes
DAVID AUSUBEL
Son of Jewish immigrants, the researcher had suffered for years at school for not having his personal history considered by educators.
The American researcher David Paul Ausubel (1918-2008) said that the more we know, the more we learn. Famous for having proposed the concept of meaningful learning - terminating Theory Clean Stride series - he is striking at the opening of the book Educational Psychology: "The most important single factor influencing learning is what the learner already knows."
When his theory was presented in 1963, the behaviorist ideas prevailed. It was believed in the influence of the environment on the subject. The students knew it was not considered and it was understood that only learn if they are taught by someone.
The conception of teaching and learning Ausubel goes in the opposite line to that of the behaviorists. For him, learning is significantly extend and reconfigure existing ideas in the mental structure and thus be able to relate and access new content. "The greater the number of links made will be more consolidated knowledge," says Evelyse Lemos dos Santos, researcher of the teaching of Science and Biology at the Oswaldo Cruz Foundation (Fiocruz) in Rio de Janeiro.
Born in New York in the United States, Ausubel was the son of Jewish immigrants. "His interest in how learning occurs is a result of the suffering he went through in American schools," said Rosalia Maria Ribeiro de Aragon, a retired professor at the State University of Campinas (Unicamp). So, despite his training in Psychiatric Medicine, he devoted part of his academic life to Educational Psychology.
In evaluating Marco Antonio Moreira, Universidade Federal do Rio Grande do Sul (UFGRS), the concepts of American are compatible with other theories of the 20th century, such as cognitive development, Jean Piaget (1896-1980), and the social interactionist, Lev Vygotsky (1896-1934).
Teaching that makes sense
Thought to the school context, the theory of Ausubel takes into account the history of the subject and emphasizes the role of teachers in proposing situations that foster learning. According to him, there are two conditions for meaningful learning to occur: the content to be taught to be potentially revealing and the student must be willing to relate the material consistently and not arbitrary. "These conditions are ignored in school," laments Moreira, who, like Rosalia, Ausubel met during his trip to Brazil in 1975, in events organized by Professor Joel Martins (1920-1993), the Catholic University of São Paulo (PUC SP).
"Teaching without taking into account what the child already knows, according to Ausubel, is a vain effort, because the new knowledge has no where to anchor," says Rosalia. There is another requirement, which refers to daily challenge of making a motivating school environment. You can prepare the best activity, but it is the student who determines whether or not understanding the theme. "There is no point developing a fun class if it is routed automatically, without reflection and allow the negotiation of meaning," says the researcher Evelyse.
Some credit the school failure only the unwillingness of the student in learning, forgetting that the teacher is qualified to create the moments with the potential to enable the construction of professional knowledge. The school failure has various causes for this reason the context should also be considered. In the book The Dialogue Between Teaching and Learning, Telma Weisz explains that a good learning situation is one in which children think about the content studied. They have problems to solve and decisions to make in terms of what is proposed. According Telma, the teacher needs to ensure maximum circulation of information possible. Moreover, it must maintain its working real sociocultural characteristics, without turning into an empty school subject of social significance
.
http://revistaescola.abril.com.br/formacao/david-Ausubel-learning-significant
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Aprendizado
For the specialist in Educational Psychology, prior knowledge of the student is the key to meaningful learning
For the specialist in Educational Psychology, prior knowledge of the student is the key to meaningful learning
Elisângela Fernandes
DAVID AUSUBEL
Son of Jewish immigrants, the researcher had suffered for years at school for not having his personal history considered by educators.
The American researcher David Paul Ausubel (1918-2008) said that the more we know, the more we learn. Famous for having proposed the concept of meaningful learning - terminating Theory Clean Stride series - he is striking at the opening of the book Educational Psychology: "The most important single factor influencing learning is what the learner already knows."
When his theory was presented in 1963, the behaviorist ideas prevailed. It was believed in the influence of the environment on the subject. The students knew it was not considered and it was understood that only learn if they are taught by someone.
The conception of teaching and learning Ausubel goes in the opposite line to that of the behaviorists. For him, learning is significantly extend and reconfigure existing ideas in the mental structure and thus be able to relate and access new content. "The greater the number of links made will be more consolidated knowledge," says Evelyse Lemos dos Santos, researcher of the teaching of Science and Biology at the Oswaldo Cruz Foundation (Fiocruz) in Rio de Janeiro.
Born in New York in the United States, Ausubel was the son of Jewish immigrants. "His interest in how learning occurs is a result of the suffering he went through in American schools," said Rosalia Maria Ribeiro de Aragon, a retired professor at the State University of Campinas (Unicamp). So, despite his training in Psychiatric Medicine, he devoted part of his academic life to Educational Psychology.
In evaluating Marco Antonio Moreira, Universidade Federal do Rio Grande do Sul (UFGRS), the concepts of American are compatible with other theories of the 20th century, such as cognitive development, Jean Piaget (1896-1980), and the social interactionist, Lev Vygotsky (1896-1934).
Teaching that makes sense
Thought to the school context, the theory of Ausubel takes into account the history of the subject and emphasizes the role of teachers in proposing situations that foster learning. According to him, there are two conditions for meaningful learning to occur: the content to be taught to be potentially revealing and the student must be willing to relate the material consistently and not arbitrary. "These conditions are ignored in school," laments Moreira, who, like Rosalia, Ausubel met during his trip to Brazil in 1975, in events organized by Professor Joel Martins (1920-1993), the Catholic University of São Paulo (PUC SP).
"Teaching without taking into account what the child already knows, according to Ausubel, is a vain effort, because the new knowledge has no where to anchor," says Rosalia. There is another requirement, which refers to daily challenge of making a motivating school environment. You can prepare the best activity, but it is the student who determines whether or not understanding the theme. "There is no point developing a fun class if it is routed automatically, without reflection and allow the negotiation of meaning," says the researcher Evelyse.
Some credit the school failure only the unwillingness of the student in learning, forgetting that the teacher is qualified to create the moments with the potential to enable the construction of professional knowledge. The school failure has various causes for this reason the context should also be considered. In the book The Dialogue Between Teaching and Learning, Telma Weisz explains that a good learning situation is one in which children think about the content studied. They have problems to solve and decisions to make in terms of what is proposed. According Telma, the teacher needs to ensure maximum circulation of information possible. Moreover, it must maintain its working real sociocultural characteristics, without turning into an empty school subject of social significance
.
http://revistaescola.abril.com.br/formacao/david-Ausubel-learning-significant
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- The New Role Of The Educational Supervisor In The School Context.
The New Role of the Educational Supervisor in the school context. Education> Public Education> The New Role of the Educational Supervisor in the school context. The New Role of the Educational Supervisor in the school context. Education>...
- The New Role Of Educational Supervisor In The School Context. Education> Public Education> The New Role Of Educational Supervisor In The School Context.
The New Role of Educational Supervisor in the School Context. Education> Public Education> The New Role of Educational Supervisor in the School Context. Currently, the Professional Teacher Education Supervisor, must be the mediator between...
- The New Role Of Educational Supervisor In The School Context .
The New Role of Educational Supervisor in the School Context . Extra Series of Professional Education. Currently , the professional educational supervisor, should be the mediator between the direction of the school unit and faculty . Always be updated...
- The Influence Of The Supervisory Teacher Training In Educational Faculty .
The influence of the Supervisory Teacher Training in Educational Faculty . Series Professional Education ; The Professional Teacher Supervisor is one who observes the learning process of the school . It...
- The New Role Of Educational Supervisor In The School Context.
The New Role of Educational Supervisor in the School Context. Sparse> Education> Public Education> The New Role of Educational Supervisor in the School Context. Written by José Luiz Teixeira da Silva Currently, the professional educational supervisor...