SIGNIFICANT LEARNING

This is due to cognitive psychologist David Paul Ausubel (1968) the concept of meaningful learning, meaningful learning as it exists as it relates intentionally material under study, which is potentially significant, with the established ideas and relevant cognitive structure.

This way you can effectively use prior knowledge to acquire new knowledge, in turn, enable new learning.

Meaningful learning is the result of the interaction between the learner's knowledge and new information to be learned.

It is a psychological theory because it deals with the very processes that the individual brings into play to learn. But that perspective does not address issues related to psychology itself or from a general standpoint, nor from the viewpoint of development, but that puts the emphasis on what happens in the classroom when students learn, in the nature of that learning , under the conditions required for its occurrence, in their results and, consequently, in its assessment (Ausubel, 1976).

Meaningful Learning Theory addresses each and every one of the elements, factors, conditions and types to ensure the acquisition, assimilation and retention of content that the school offers to students, so they acquire meaning for it. Pozo (1989) considers the Meaningful Learning Theory as a theory of cognitive restructuring, and for him it is a psychological theory which is constructed from an individual's organismic approach that focuses on learning generated in a school context. This is a constructivist theory as it is the individual himself-organism that generates and builds learning.

The origin of the theory of meaningful learning is Ausubel's interest to know and explain the conditions and properties of learning, which can be related to effective and efficient ways to deliberately cause cognitive changes stable, capable of providing individual meaning and social (Ausubel, 1976). Because what you get is that the learning taking place in the school are significant, Ausubel believes that a theory of school learning that is realistic and scientifically feasible to deal with the complexity and significance of the verbal and symbolic learning. Likewise, and in order to achieve this significance, should pay attention to each and every one of the elements and factors affecting it, which can be manipulated for this purpose.