Theory of Reception Learning

Ausubel emphasized meaningful learning because this method is good for pupils to assimilate information effectively. The process of assimilating new information is called subsumption.

Subsumption
1. Correlative subsumption - new material is an extension or elaboration of what is already known. 2. Derivative subsumption - new material or relationships can be derived from the existing structure. Information can be moved in the hierarchy, or linked to other concepts or information to create new interpretations or meaning. From this type of subsumption, completely new concepts can emerge, and previous concepts can be changed or expanded to include more of the previously existing information. This is "figuring out".

Subordinate & Superordinate Learning

Subordinate Learning: Which is the same as deductive learning, it is a concept which is mastered earlier and applied to situations. For example; formulae and rules are applied according to problems faced. Apart from that, they are also used to derive new formulae or rules.

 Superordinate Learning Learning begins with using specific but related examples, the by using an inductive approach to derive a certain new concept. For example, a student is well acquainted with maples, oaks, apple etc but he or she still do not know until he or she is taught that these trees are deciduous trees.

Advanced Organizer
The advance organizer is a tool or a mental learning aid to help students `integrate new information with their existing knowledge, leading to "meaningful learning" as opposed to rote memorization. It is a means of preparing the learner's cognitive structure for the learning experience about to take place. It is a device to activate the relevant schema or conceptual patterns so that new information can be more readily `subsumed' into the learner's existing cognitive structures.

 Ausubel believed that it was important for teachers to provide a preview of information to be learned. Teachers could do this by providing a brief introduction about the way that information that is going to be presented is structured. This would enable students to start with a "Big Picture" of the upcoming content, and link new ideas, concepts, vocabulary, to existing mental maps of the content area.

Metacognition theory

John Flavell and his metacognition theory

Flavell classified metacognition aspects into 3 main categories: 1. Metacognition knowledge 2. Metacognition skill 3. Metacognition experience.

definition
Refers to a kind of thinking, and its main function is to plan, direct, control, examine, and evaluate all cognitive thinking processes, covering critical and creative thinking, with the aim to make appropriate decision to solve problems.

Its relation to learning:

Comprehension monitoring: individual awareness whether he understands what he is reading Self checking: individual awareness whether he has understood and analyzed accurately of what he has just read Awareness towards the aim of reading: by modifying the technique of reading based on individual own objective.

metacognition

Input: Stimulus/information received through sensory organs

Operation Interpretation information received

Output: Application: based on information received

response

metacognition

Implications in teaching and learning

Implications in teaching

Guide pupils to use critical and creative thinkings for problem-solving Guide pupils to use metacognitive and reflective thinking to evaluate all possible solutions for certain and its outcomes.

Implication in learning