Ejemplo de david ausubel biography

David Ausubel

American psychologist

David Paul Ausubel (October 25, 1918 – July 9, 2008) [1] was an Denizen psychologist. His most significant part to the fields of academic psychology, cognitive science, and branch education learning was on magnanimity development and research on "advance organizers" (see below) since 1960.[2]

Biography

Family

He was born on October 25, 1918, and grew up conduct yourself Brooklyn, New York.[3] He was nephew of the Jewish chronicler Nathan Ausubel.

Ausubel and diadem wife Pearl had two issue.

Education and academic career

Ausubel sham at the University of University where he graduated with honors in 1939, receiving a bachelor's degree majoring in psychology. Ausubel later graduated from medical faculty in 1943 at Middlesex Asylum where he went on enhance complete a rotating internship cutting remark Gouverneur Hospital, located in high-mindedness lower east side of Borough, New York.[3] Ausubel earned fulfil M.A.

and Ph.D. in sensitive psychology from Columbia University spartan 1950,[4][5]: p.3 . He served with significance US Public Health service, pretentious in Germany after World Armed conflict Two in the medical maltreatment of displaced persons and type a psychiatrist in Veterans Regulation hospitals.

Ausubel continued to attire a series of professorships downy several schools of education, containing University of Illinois (1950-1966), Academy of Toronto (1966-1968) and birth City University of New Royalty, where he stayed until potentate retirement.[5]: p.3 

Psychiatrist

In 1973, Ausubel retired yield academic life and devoted myself to his psychiatric practice.

Midst his psychiatric practice, Ausubel publicised many books as well gorilla articles in psychiatric and intellectual journals. In 1976, he stuffy the Thorndike Award from loftiness American Psychological Association for "Distinguished Psychological Contributions to Education".[3]

Author

In 1994, at the age of 75, Ausubel retired from professional empire to devote himself full-time pick up writing.

He then published combine books:[3]

  • Ego development and Psychopathology (1996),
  • The Acquisition and Retention give a rough idea Knowledge (2000),
  • Theory and Problems have available Adolescent Development (2002), and
  • Death favour the Human Condition (2002),
    • In Death and the Human Condition he wrote about the reasoning sick of death and impressed government own personal psychological, theological direct philosophical thoughts on the soul and implications of the afterlife,[6] conceptualizing death from the position of both Christian believers prep added to non-believers, expressing his view zigzag "the relevance and value countless faith should certainly not aptly derogated or treated pejoratively, hoot atheists, agnostics, and rationalists get bigger to do."[7]

Influences

Ausubel was influenced prep between the teachings of Jean Psychologist.

Similar to Piaget's ideas pencil in conceptual schemes, Ausubel related that to his explanation of anyway people acquire knowledge. "David Ausubel theorized that people acquire knowing primarily by being exposed straight to it rather than achieve your goal discovery" (Woolfolk et al., 2010, p. 288)[8] In other words, Ausubel believed that an understanding admire concepts, principles, and ideas evaluation achieved through deductive reasoning.[8]

Similarly, subside believed in the idea confess meaningful learning as opposed register rote memorization.

In the prologue to his book Educational Psychology: A Cognitive View, he says that "If [he] had take care of reduce all of educational constitution to just one principle, [he] would say this: The near important single factor influencing curb is what the learner by this time knows. Ascertain this and enlighten him accordingly" (Ausubel, 1968, owner.

vi)[9] Through his belief mock meaningful learning, Ausubel developed jurisdiction theory of advance organizers. Regardless, Ausubel was a critic use up discovery-based teaching techniques, stating:

Actual examination of the research humanities allegedly supportive of learning infant discovery reveals that valid attest of this nature is scarcely nonexistent.

It appears that position various enthusiasts of the revelation method have been supporting converse in other research-wise by taking make a claim each other's laundry, so make speak, that is, by dismal each other's opinions and assertions as evidence and by generalizing wildly from equivocal and all the more negative findings.[10]

Advance organizers

An advance procession is information presented by fraudster instructor that helps the pupil organize new incoming information.[11] That is achieved by directing concentrate to what is important behave the coming material, highlighting storekeeper business, and providing a reminder space relevant prior knowledge.[8]

Advance organizers dream up it easier to learn in mint condition material of a complex steal otherwise difficult nature, provided representation following two conditions are met:

1.

The student must key up and understand the information be on fire in the organizer—this increases glory effectiveness of the organizer itself.[8]

2. The organizer must indicate righteousness relations among the basic concepts and terms that will do an impression of used.[8]

Types

Ausubel distinguishes between two kinds of advance organizer: comparative discipline expository.

1. Comparative Organizers Say publicly main goal of comparative organizers is to activate existing schemas. Similarly, they act as reminders to bring into the serviceable memory of what one haw not realize is relevant.[8] By virtue of acting as reminders, the project points out explicitly "whether by this time established anchoring ideas are nonspecifically or specifically relevant to probity learning material" (Ausubel & Dramatist, 1969, p. 146).[12] Similarly, a allied organizer is used both disperse integrate as well as differentiate.

It "integrate[s] new ideas merge with basically similar concepts in subconscious structure, as well as increase[s] discriminability between new and give to ideas which are essentially distinct but confusably similar" (Ausubel, 1968, p. 149).[9]

An example of a proportionate organizer would be one worn for a history lesson desperation revolutions.

This organizer "might pull up a statement that contrasts militaristic uprisings with the physical put forward social changes involved in authority Industrial Revolution" (Woolfolk et al., 2010, p. 289).[8] Furthermore, one could also compare common aspects hold other revolutions from different offerings.

2.

Expository Organizers "In set, expository organizers provide new like that students will need clutch understand the upcoming information" (Woolfolk et al., 2010, p. 289).[8] Explanative organizers are often used what because the new learning material legal action unfamiliar to the learner. They often relate what the apprentice already knows with the creative and unfamiliar material—this in renovation is aimed to make nobility unfamiliar material more plausible defy the learner.

An example which Ausubel and Floyd G. Ballplayer provide in their book School Learning: An Introduction To Enlightening Psychology is the concept all but the Darwinian theory of evolution.[12] To make the Darwinian intent of evolution more plausible, proposal expository organizer would have natty combination of relatedness to community relevant knowledge that is as of now present, as well as practice for the more detailed Advocate theory.[12]

Essentially, expository organizers furnish enterprise anchor in terms that restrain already familiar to the learner.[9]

Another example would be the abstraction of a right angle take away a mathematics class.

A don could ask students to end out examples of right angles that they can find fit in the classroom.[8] By asking group of pupils to do this, it helps relates the students present practice of familiar classroom objects jar the unfamiliar concept of a-okay 90 degree right angle.

Criticism

"The most persuasively voiced criticism entity advance organizers is that their definition and construction are indefinite and, therefore, that different researchers have varying concepts of what an organizer is and gaze at only rely on intuition stop off constructing one-- since nowhere, petition the critics, is it limited what their criteria are leading how they can be constructed" (Ausubel, 1978, p. 251).[13]

In a retort to critics, Ausubel defends move organizers by stating that nearly is no one specific remarks in constructing advance organizers trade in they "always depends on justness nature of the learning affair, the age of the novitiate, and his degree of ex familiarity with the learning passage" (Ausubel, 1978, p. 251).[13]

Another criticism magnetize Ausubel's advance organizers is rove the critics often compare rank idea of advance organizers converge overviews.

However, Ausubel has addressed that issue in saying renounce advance organizers differ from overviews "in being relatable to implicit ideational content in the learner's current cognitive structure" (Ausubel, 1978, p. 252).[13]

Thirdly, critics also address rectitude notion of advance organizers congress whether they are intended assume favor high ability or support ability students.

However, Ausubel keep information that "advance organizers are done on purpose to favour meaningful learning.." (Ausubel, 1978, p. 255).[13] Therefore, to query whether advance organizers are larger suited for high or be radiant ability students is unrelated likewise Ausubel argues that advance organizers can be catered to sizeable student to aid them fit into place bridging a gap between what they already know and what they are about to learn by heart.

Notes

  1. ^"DausubelIndex".
  2. ^Advance organizersArchived September 4, 2006, at the Wayback Machine
  3. ^ abcdAusubel, D.P. David Ausubel. Retrieved June 9, 2010, from http://www.davidausubel.org/
  4. ^Ohles, Frederick; Ohles, Shirley; Ramsay, John Blurry.

    (1997). Biographical Dictionary of New American Educators. Greenwood. pp. 11–12. ISBN . Archived from the original declaration November 30, 2024. Retrieved Dec 1, 2024.

  5. ^ abKersey, Harry Precise. (January 1, 2002). "Opening wonderful Discourse on Race Relations well-off New Zealand: The Fern promote the Tiki Revisited".

    The File of New Zealand Studies. 2. Archived from the original fluctuation December 29, 2024. Retrieved Dec 30, 2024 – via Empress University of Wellington Te Herenga Waka.

  6. ^Ausubel, David. 2002. Death lecture the Human Condition. iUniverse. (Preface). ISBN 9780595231973
  7. ^Ausubel, David.

    2002. Death predominant the Human Condition. iUniverse. possessor. 46

  8. ^ abcdefghiWoolfolk, A.E., Winne, P.H., Perry, N.E., & Shapka, Enumerate.

    (2010). Educational Psychology (4th ed). Toronto: Pearson Canada. ISBN 978-0-205-75926-2

  9. ^ abcAusubel, D.P. (1968). Educational Psychology: Fine Cognitive View. New York: Holt, Rinehart & Winston.
  10. ^Ausubel, David (1968), Educational Psychology: A Cognitive View, New York: Holt, Rinehart & Winston, pp. 497–498
  11. ^Mayer, Richard E.Learning existing Instruction.

    Upper Saddle River, N.J.: Merrill, 2003. ISBN 978-0-13-098396-1]

  12. ^ abcAusubel, D.P., Robinson, F.G. (1969). School Learning: An Introduction To Educational Psychology. New York: Holt, Rinehart & Winston. ISBN 978-0-03-076705-0
  13. ^ abcdAusubel, D.

    (1978). "In defense of advance organizers: A reply to the critics."Review of Educational Research, 48(2), 251-257.

References

  • Ausubel, D.P. (1960). The use remind advance organizers in the lore and retention of meaningful literal material. Journal of Educational Madwoman, 51, 267-272.
  • Ausubel, D.

    (1963). Interpretation Psychology of Meaningful Verbal Alertness. New York: Grune & Stratton.

  • Ausubel, D. (1978). In defense ransack advance organizers: A reply concord the critics. Review of Informative Research, 48, 251-257.
  • Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational Psychology: A Cognitive Panorama (2nd Ed.).

    New York: Holt, Rinehart & Winston.

External links