Meaningful Learning

Ausubel postulated that meaningful learning happens by the time learners interpret their experiences actively using certain internal as well as cognitive operations. During that, learners have a connection with the already known information. In order to ensure meaningful learning, three conditions should be provided. Firstly, learners need to prepare a meaningful learning and then materials are also supposed to be meaningful, relevant and organized and final condition is that how knowledge connects to what learners are asked to learn.

Existing cognitive structure, an individual’s organization and stability as well as clarity of knowledge are the basic factors that have an effect on the learning retention of meaningful new material as Ausubel indicated. Furthermore, in terms of reception learning, instead of discovering information, learners are directly told information. In other words, what is to be learned is given to the learners and they are supposed to internalize the information. That information need to be in a form that will be available for their later use. Learners should be passive since they are  in positions of information receivers. However, meaningful reception learning states that the learner is cognitively active. Preconditions of meaningful learning are cognitive structure as well as specific anchoring ideas with the cognitive structure. Cognitive structure is related to learner’s overall memorial structure or integrated body of knowledge and it includes ideas that are organized hierarchically. Moreover, it also gives the framework of new knowledge which is integrated  namely as “anchoring ideas” and they are the specific, relevant ideas in cognitive structure. Furthermore they also ensure the entry points for new information which is to be connected by enabling learners to construct meaning from new information, experiences as well. In terms of readiness for learning, it indicates the learner’s developmental level of cognitive functioning. Therefore, it is cognitive maturity and it ensures the range that learners are capable of learning in different levels. What learners already know is the most essential factor due to the fact that background knowledge enhances learning. Thus, readiness is related with the content in learners’ cognitive structure as well as its organizational properties. Ausubel indicated that the cognitive organization of  children is different from adults’ cognitive organization since adults rely on concrete ways less than children so children are supposed to be taught in concrete ways by making learner tasks prepared regarding children’s readiness.