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Learning the basic principles of Elaboration


The principles underlying the elaboration of the model are as follows:

The principle of unity: Presentation of the content frame. Content framework, which shows the main parts of the field of study and the main relationships between the parts of it, should be presented in the first phase of learning. The first principle relates to when the content frame (epitome) should be presented. Elaboration theory put on the earliest phase of the overall learning events. Displays the contents of the framework (epitome): whether it be a conceptual structure, ataujjrpsedural, or theoretical, in the first phase of the learning function to provide ideational scaffolding (Ausubel, 1968) or anchoring knowledge (Reigeluth and Stein, 1983) for a more detailed contents learned later . If it rests on the theory of schemes, content framework presented at the beginning of the learning will be able to function as schemata for assimilating concepts or new information.

The second principle: Elaboration gradually. The parts that should be covered within the framework of the content gradually elaborated. The second principle is concerned with elaborating the stages in the learning content. Elaboration of the first phase, will elaborate on the parts that are covered within the framework of the content; elaboration of the second phase, will elaborate on the parts that are covered in the first phase of elaboration, and so on. Thus, the learning sequence moving from the general-to-detailed, or from a simple-to-complex (elaborative sequence).

The third principle: The most important part was first presented. At one stage of elaboration, any consideration is used, the most important part should be elaborated first. The third principle relates to the question, which part of all the parts included in the content frame, or in the elaboration of the first stage, the second, and so on, which should be served first. Elaboration theory emphasizes that the most important part that should be served first kali.Penting whether or not a part is determined by its contribution to understanding the entire field of study. If parts of it, or sub-sub-sections that have the prerequisite learning relationship, the part which is a prerequisite to be presented the first time (first). If parts of it in the form of concepts that have a coordinate relationship, then the simplest concepts should be presented first.

The fourth principle: optimal coverage elaboration. The depth and breadth of each elaboration should be done optimally. The fourth principle relates to the depth and breadth of elaboration. Every elaboration should be done fairly short order constructs (facts, concepts, principles, or procedure) can be well received by the-learning, and also easy to make a synthesis, but also need to be long enough so that the depth and breadth sufficient elaboration.

The fifth principle: Presentation pensintesis gradually. Pensintesis should be given after each exposure to elaboration. The fifth principle relates to when to pensintesis presented. Pensintesis appearance gradually, ie after every time you make elaboration, specifically intended to show the relationship between the constructs more detailed bam taught, and to show the context of the elaboration of the epitome. In this way, understanding a concept, or procedure, or principle becomes deeper because everything is learned in context.

The sixth principle: Presentation kind pensintesis. Type pensintesis contents should be tailored to the type of subject areas. Pensintesis whose function as a hook units concept, or procedure, or principle, should be adjusted dengai content type field of study. Content-type field of study in question here could be the concept, procedure, or principle; while pensintesis type structure can be conceptual, procedural, or theoretical. In this case, the sixth principle requires that conceptual structure used to the concept, procedural structure for the procedure, and the theoretical structure for the principle.

Principle Seven: Stages giving rang-germs. Summaries should be given before each time presenting pensintesis. Summary, which is intended to hold a review of the content of the subject that has been studied, should be given before the presentation pensintesis. Fuller longer, before each time presenting pensintesis. Logically, this is done in order to facilitate the process of making and understanding pensintesis. The linkages that exist between the concepts, procedures, and principles will also be easily demonstrated if the units concept, or procedure, or principle has been well understood.

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