What is significant learning?

What Does significant learning Mean

The theory of meaningful learning was developed by David Ausubel ( 1918 - 2008 ), an American psychologist who made important contributions to constructivism . According to Ausubel , meaningful learning arises from the establishment of a relationship between the new knowledge acquired and those that were already had, producing in the process a reconstruction of both.

This means that, when a person develops a significant learning process, they modify the knowledge they possessed from the acquisition of the new information while, simultaneously, this new acquired information also produces changes in the previous knowledge.

The key to meaningful learning lies in creating links between new concepts and previous cognitive structure. For this to be possible, the preceding knowledge must be solid as it will be the basis of cognitive development. If the oldest data is understood by the subject and he can draw on it for reinterpretation , meaningful learning can take place.
In addition to all that has been exposed so far, it is necessary to know other data of interest about meaningful learning, among which we can highlight the following:

-In it, concepts, representations and propositions play an essential role.

No less relevant are other of its keys that respond to the names of progressive differentiation or transfer.

It is established that for meaningful learning to fulfill its function as it should, it requires the teacher to play a key role. Specifically, they must participate very actively in this regard. Exactly it is determined that its principles should be collaborative and critical reflection, integrative didactic knowledge, strategies for problem solving, contemplation of content analysis ...
It can be affirmed that meaningful learning requires that the person be able to apprehend the information, in the sense of "appropriating" it. Memorizing the new content to repeat it is not useful for meaningful learning, since the subject only incorporates the information without processing or interpreting it. In this way, you cannot establish relationships between the new information and the data that was part of your structure.
It must be borne in mind, however, that learning by repetition or memorization can be the starting point for the future development of meaningful learning: one modality does not necessarily override the other.
In order to achieve real and effective meaningful learning, it is considered that the teacher must bet on carrying out actions such as these:

-Proceed to carry out explanations through the use of examples.

-Propose and develop activities that have as a clear objective the power to awaken the interest of their students.

-In the same way, propose actions through which students participate actively and give them the opportunity to argue, debate, exchange positions and ideas ...

-Among the most useful tools that the teacher has in that sense, they stand out from summaries to interleaved questions through graphics and illustrations. However, we must not forget other very useful ones such as maps, diagrams, signals or what are conceptual networks.

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