David P.

Ausubel was born in 1918 Grew up in Brooklyn, NY Attended the University of Pennsylvania, taking the pre-medical course and majoring in Psychology In 1973 he retired from academic life to devote full time to his psychiatric practice His principal interests in psychiatry have been general psychopathology, ego development, drug addiction, and forensic psychiatry

In 1976 he received the Thorndike Award from the American Psychological Association for "Distinguished Psychological Contributions to Education".

David Ausubel (1963, 1977) mengemukakan teori pembelajaran yang mengatakan

manusia memperoleh ilmu kebanyakannya dalam bentuk pembelajaran resepsi dan

bukan daripada pembelajaran penemuan atau dikenali sebagai Model Pembelajaran Ekspositori. Ausubel juga mengemukakan pembelajaran lisan bermakna (meaningful verbal learning), termasukpentingnya maklumat lisan, idea dan hubungan antara idea yang dikenali sebagai Konsep Penyusunan Awal. Bagaimanapun, hafalan (rote memorization) tidak dianggap sebagai pembelajaran bermakna.

ADVNANCE ORGANIZER

DEDUCTIVE LEARNING

MEANINGFUL RECEPTION LEARNING

EXPOSITORY LEARNING

Expository learning
1. Teacher is responsible to expose learning materials meaningfully so that pupils may follow and understand the concepts taught. Provide an advance organiser for the first step.

2.

Pendekatan Pengajaran Deduktif

KONSEP DEDUKTIF Ditakrifkan sebagai sesuatu pendekatan mengajar yang bermula daripada suatu atau beberapa rumus, prinsip, hukum, teorem atau peraturan dikuti dengan aplikasinya ke atas contoh-contoh yang dikhususkan. Pendekatan ini juga digunakan untuk mendapatkan kesimpulan atau generalisasi yang baru daripada rumus, prinsip, hukum, atau teorem yang diketahui. Guru memberitahu murid objektif pada peringkat awal. Murid dibimbing mengingat kembali hukum, prinsip, teori atau peraturan yang berkaitan untuk membolehkan mereka menyelesaikan masalah atau mendapatkan kesimpulan yang baru.

CIRI_CIRI
Pembelajaran mementingkan pengetahuan yang akan diperolehi oleh murid Pendekatan ini menggunakan pengantara fikiran untuk mendapatkan ilmu Penyusunan isi mestilah dimulakan daripada keseluruhan kepada yang lebih kompleks Pembelajaran kefahaman lebih kekal daripada teknik hafalan.

JENIS PENDEKATAN DEDUKTIF

(a) Untuk penyelesaian masalah Pendekatan deduktif banyak digunakan untuk menyelesaikan masalah. Contohnya, setelah murid mempelajari imbuhan ber mereka disuruh membuat beberapa ayat dengan menggunakan imbuhan ber. (b) Untuk membuat generalisasi baru

Boleh digunakan untuk membuat generalisasi baru. Contohnya, setelah murid mempelajari rumus luas segiempat tepat, mereka dibimbing menggunakan rumus itu untuk mendapat rumus luas segitiga bersudut tegak. (c) Untuk membukti hipotesis
Boleh digunakan untuk membuat hipotesis melalui prinsip atau hukum yang telah dipelajari. Contohnya, setelah murid mempelajari teorem sudut-sudut bersebelahan atas garis lurus mereka dibimbing menggunakan teorem ini untuk membuktikan hasil tambah tiga sudut dalam sebuah segitiga.

PRINSIP-PRINSIP
Pada peringkat permulaan, masalah atau hipotesis harus didedahkan terlebih dahulu. Murid-murid harus dibimbing mengingat kembali rumus, generalisasi, prinsip, teorem atau teori agar membolehkan mereka menyelesaikan masalah atau hipotesis yang telah didedahkan. Generalisasi, prinsip atau teori yang digunakan untuk menyelesaikan masalah atau membukti hipotesis haruslah diketahui serta telah difahamkan secara mendalam. Penggunaan pendekatan deduktif haruslah dilaksanakan mengikut prosedur dengan tepat. Proses menyelesaikan masalah atau untuk membuktikan hipotesis tidak terhad kepada menggunakan satu generalisasi, prinsip, rumus,hukum atau teori yang telah dipelajari. Guru sendiri tidak perlu menunjukkan cara menyelesaikan masalah atau menghuraikan cara membukti hipotesis, tetapi membimbing murid melalui aktiviti soaljawab sehingga mereka menjalankan aktiviti penyelesaian masalah sendiri

Present an overview of the information to be covered in detail during the exposition that follows.

Exposition type
Can be classified into

Comparison type

While presenting new material

Use beginning of lesson

EXPOSITION TYPE

Present several encompassing generalisation where detailed contents will be added later

Useful when the knowledge to be presented is new to pupil

Ausubels teaching approach is deductive in nature

COMPARISON TYPE

Compares new material with knowledge already known by emphasising the similarities between 2 types of material & showing the information that is to be learnt

STEP 4 : The students study specific examples.

STEP 3 : The teacher presents examples.

STEP 2 : The teacher explains important terms. STEP 1 : The teacher presents general statement or abstraction of lesson.

This is the true power of the advance organizer. Students know what to expect or know what to look for when they encounter new information.

Students make connections between their prior knowledge and the new information they are learning. The advance organizer allows them to effectively organize and understand what they have been taught. It will make note-taking much more effective.

Students receive new information in the form of direct instruction lecture, reading, class discussion, watching a video.

PHASE ONE

Presentation of the advance organizer

PHASE TWO

Presentation of the learning task/material

PHASE THREE

Strenthening of the cognitive organisation

Presenting The Advance Organizer

obtain students' attention and to orient them to their learning goals the organizer is not just a brief, simple statement; it is an idea in itself and, like the learning material, must be explored intellectually the concept or proposition must be pointed out and carefully explained the teacher and students must explore the organizer as well as the learning task citing the essential features, explaining them, and providing examples. presentation of an organizer need not be lengthy, but it must be perceived. to develop an integrative cognitive structure, it is especially important to prompt awareness of the learner's prior knowledge and experiences that might be relevant to this learning task and organizer.

Clarifying The Aims Of The Lesson

Prompting Awareness Of Relevant Knowledge

2 procedures are important here Maintain students' attention

make the organization of the learning material explicit to the students so that they have an overall sense of direction

The purpose of phase three is to anchor the new learning material in the student's existing cognitive structurethat is, to strengthen the student's cognit ive organization.

Meaningful learning results when new information is acquired by linking the new information in the learner's own cognitive structure.
MEANINGFUL RECEPTION LEARNING

A concerned with how students learn large amounts of meaningful material from verbal/textual presentations in a learning activities.

Learning is a based on representational, superordinate, and combinatorial processes that occurduring the reception of information.

A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a non-verbatim basis. (previous knowledge)

Combinatorial learning

Superordinate learning.

Correlative subsumption

Derivative subsumption.

 Describes the situation in which the new information pupils learn is an instance or example of a concept that pupils have already learned Example (Stage 1) : PREVIOUS KNOWLEDGE : Let's suppose Ali have acquired a basic concept such as "tree have green leave, branch, fruits Ali learn about a kind of tree that he have never seen before persimmon tree - conforms to his previous understanding of tree His new knowledge of persimmon trees is attached to the concept of tree, without substantially altering that concept in any way

more "valuable" learning than that of derivative subsumption, since it enriches the higher-level concept

Example (Stage 2) : Now, let's suppose Ali encounter a new kind of tree that has red leaves, rather than green Accommodate this new information Ali have to alter or extend your concept of tree to include the possibility of red leaves

Example (Stage 3) : Ali was well acquainted with maples, oaks, apple trees etc., but pupils still did not know, until they were taught that these were all examples of deciduous trees

In this case, you already knew a lot of examples of the concept, but you did not know the concept itself until it was taught to pupils.

Combinatorial learning
Example (Stage 3) :

Ali learn about modification on the plants part, Ali might relate it to previously acquired knowledge of how papyrus tree used to produce paper

It describes a process by which the new idea is derived from another idea that is comes from his previous knowledge (in a different, but related, "branch")
Students could think of this as learning by analogy

Like bruner and gagne, ausubel also proposed:-

primary school children should carry out as many hands on learning activities as possible.

For, secondary school children , he suggested increasing the use of explanation, demonstration, diagram and illustration by teacher.