GESTALT PSYCHOLOGYxEDUCATION - JCACAYURAN
GESTALT PSYCHOLOGYxEDUCATION - JCACAYURAN
GESTALT PSYCHOLOGYxEDUCATION - JCACAYURAN
Graduate School
I.OBJECTIVES:
a) Identify the significant contributions of Ausubel, Bloom and Gagne to the
fields of educational psychology
b) Discuss the educational psychology theories that Ausubel, Bloom and
Gagne had pioneered
c) Know the impact of these educational theories in the teaching and
learning process
He was an American psychologist. He was born on October 25, 1918 and grew
up in Brooklyn, New York. He was nephew of the Jewish historian Nathan
Ausubel. Ausubel and his wife Pearl had two children.
Psychiatrist
In 1973, Ausubel retired from academic life and devoted himself to his psychiatric
practice. During his psychiatric practice, Ausubel published many books as well
as articles in psychiatric and psychological journals. In 1976, he received the
Thorndike Award from the American Psychological Association for "Distinguished
Psychological Contributions to Education".
ADVANCE ORGANIZERS
An advance organizer is information presented by an instructor that helps the
student organize new incoming information.This is achieved by directing attention
to what is important in the coming material, highlighting relationships, and
providing a reminder about relevant prior knowledge.
Advance organizers make it easier to learn new material of a complex or
otherwise difficult nature, provided the following two conditions are met:
1. The student must process and understand the information presented in
the organizer—this increases the effectiveness of the organizer itself. [6]
2. The organizer must indicate the relations among the basic concepts
and terms that will be used.
Types
Criticism
"The most persuasively voiced criticism of advance organizers is that their
definition and construction are vague and, therefore, that different researchers
have varying concepts of what an organizer is and can only rely on intuition in
constructing one-- since nowhere, claim the critics, is it specified what their
criteria are and how they can be constructed" (Ausubel, 1978, p. 251).
In a response to critics, Ausubel defends advance organizers by stating that
there is no one specific example in constructing advance organizers as they
"always depends on the nature of the learning material, the age of the learner,
and his degree of prior familiarity with the learning passage" (Ausubel, 1978,
p. 251).
His initial studies of people rather than rats were interrupted by World War II. In
the first year of war, at Psychological Research Unit No. 1, Maxwell Field,
Alabama, he administered and scored aptitude tests to choose and sort aviation
cadets. Thereafter, he was assigned to officer school in Miami Beach. He was
commissioned a second lieutenant, and assigned to School of Aviation Medicine,
Randolph Field, Fort Worth, Texas.
Bloom earned his doctoral degree in 1942 and became a member of the
University of Chicago's Board of Examiners.
Aside from his work on educational objectives and outcomes, Bloom also
directed a research team that evaluated and elucidated the process of
developing exceptional talents in individuals, shedding light upon the phenomena
of vocational eminence and the concept of greatness.
III. REFERENCE/S:
https://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9
https://en.wikipedia.org/wiki/David_Ausubel
https://en.wikipedia.org/wiki/Benjamin_Bloom#:~:text=Board%20of
%20Examiners.-,Works,be%20known%20as%20Bloom's%20Taxonomy.