Bruner recommpurpose that scholarship appears through thread. Ausubel says it can appear through senseful acceptance scholarship. If we face at Ausubel’s subject-matter of survey, thread scholarship involves rote scholarship. According to Ausubel, rote scholarship refers memorization which instrument no actual junction among what was already referableorious and what was memorized (Driscoll, 2005). However, his senseful acceptance scholarship refers to the arrangement of encircling novel referableification (meaningful referableification) and preceding scholarship. So pupil constructs his senses percipiently. Period in Bruner’s thread scholarship arrangement, pupil re-establish fond referableification, combine with tangible scholarship and disclose purpose result, in Ausubel’s acceptanceal scholarship, satisfied of what allure be well-informed is confer-upon as a healthy and pupil has to internalize the referableification with an withhold construct restraint succeeding reason(Driscoll, 2005). On the other workman, Bruner communicates referableification encircling how counsel should be arranged. Ausubel besides recommpurpose subsumption which is alike with Piaget’s Assimilation concept. Subsumption instrument putting any scholarship into a larger, more broad tangible scholarship condition. In subsumption scheme, Ausubel recommends that scholarship appears when novel referableification is combineed to what entertain already referableorious. Restraint Bruner, perfect scholarship should be provision at perfect seniority, still it is dignified that how the scholarship is confer-uponed. There is a conconorder of confer-uponing scholarship from enerratic resemblance, iconic resemblance to symbolic resemblance. Twain of them communicate moment procureingness restraint scholarship. Period Ausubel communicates moment pupils’ developmental roll of percipient constitution in provisions of tangible scholarship, Bruner focuses on referable singly preceding scholarship restraint thread still besides regulation of thinking or resemblances(enactive, iconic, symbolic). Besides twain of them weight scholarship through encircling to tangible scholarship and sense is anchored by combineing to referableorious concepts (ITD, 2004).
As Ausubel’s counselal entrance can be provision as expository counsel, Bruner’s order is thread scholarship.
According to Ausubel the basic motive restraint withhold counsel strategies is inconsiderate of who the pupil is. Like Bruner, Ausubel claims that counselal embodieds should be withhold restraint the slip. However, period Ausubel takes into recital preceding scholarship restraint withholdness, Bruner communicates moment slip’s dominant regulation of thinking (enactive, iconic, symbolic) as the basis restraint withholdness. According to Bruner, to mention which resemblance is withhold restraint pupil when organizing counsel, proficient celebrity encircling pupil’s preceding scholarship is leading. (Driscoll, 2005). So, activating pupil’s preceding scholarship is besides dignified twain of them to execute junction novel incoming referableification.
Period Bruner emphasized inductive scholarship whish refers making public government from favoring examples to public scholarship from proof (experiential scholarship), Ausubel focuses on circumstantial scholarship which instrument having a public government and applying it to favoring. Ausubel recommends using analogies, questions or examples encircling daily vitality as gradation organizers at the threshold of lecture. His gradation organizer concepts refers to referableification that is confer-uponed antecedently scholarship arrangement restraint organizing and interpreting novel referableification by the pupil. According to Ausubel’s subject-matter of survey, in abstracted to analogies, concept maps or Vee diagrams can be withhold counselal tools to execute scholarship senseful by combineing concepts each other.
According to Bruner’s subject-matter of counsels should be arranged by giving opportunities to pupil restraint discloseing. Restraint happenrence, in schools role liberal, clump projects or computer simulations can be acceleration restraint thread (Schunk, 2008). Restraint Bruner, conconorder is dignified period confer-uponing embodied. Besides restraint effectual counsel, Bruner states that counsel should associated with pupils’ harm. In twain of the theories, counsel should encourseniority the slip restraint thread scholarship.
Role of educator
Restraint twain Ausubel and Bruner, educator is a direct. According to Bruner’s scheme schoolmaster plays a sharp role in provisions of persuasive gatherers’ scholarship Restraint Bruner, feedbacks are dignified restraint counsel and educator should communicate feedbacks as a direct. The schoolmaster should prepare expanded embodieds and subsistence to kindle the gatherer into discloseing the scholarship on his acknowledge. Restraint Ausubel educator’s role is making referableification senseful restraint pupils. Educator can reason opposed embodieds to execute gatherers gather on by acknowledge. As Ausubel’s educator entertain a role of providing a brief presentation encircling the method that referableification is going to be confer-uponed and acceleration pupils to execute senseful junctions to tangible scholarship, Bruner’s educator leads pupil to thread and scholarship on by acknowledge. In twain of the theories educator entertain a role as a direct when pupils constructs their senses in percipient schemas.
Ausubel claims that brace dignified ingredients like procureingness. First single is seniority of the pupils and the prevent single is humanization that slip lives in. Gatherers entertain preceding scholarship in their humanization as proofs. Restraint Ausubel as preceding scholarship dignified restraint scholarship, humanization besides becomes dignified. He says that some gatherers should be hither prosperous than others becareason of the humanization they object from (Driscoll, 2005). Besides restraint Ausubel, educator and gatherer interaction is dignified as a gregarious ingredient. Bruner emphasizes the moment of cultural differences are dignified in scholarship. According to Bruner gregarious ingredients, distinctly accents, were dignified restraint percipient augmentation.
Restraint twain of the brace theories, preceding scholarship is dignified to execute junctions with novel incoming scholarship and tangible scholarship.
Restraint Ausubel’s scheme that tangible percipient is the primary ingredient influencing the scholarship and protestation of senseful embodied. Ausubel recommends that scholarship appears when novel referableification is combineed to what entertain already referableorious. Therefore, preceding scholarship is the most momentous ingredient to mention what novel scholarship allure appear.
Restraint Bruner gatherers claim elucidation provision restraint thread scholarship. Thread arrangement besides can prohibit scholarship when gatherers entertain no preceding scholarship (Schunk. 2008). According to Bruner, to mention which resemblance is withhold restraint pupil when organizing counsel, proficient celebrity encircling pupil’s preceding scholarship is leading. (Driscoll, 2005).
Role of the pupil
Restraint Ausubel and Bruner pupil are percipiently erratic in scholarship arrangementes. According to Bruner, pupil re-establishs fond referableification, combines with tangible scholarship and discloses purpose result. The scholarship is grasped by the pupil itself.
Restraint Ausubel pupil entertain a role as making junctions among preceding scholarship and tangible scholarship. In acceptance scholarship pupil receives referableification still it does referable moderation pupil is passive; on the repugnant pupil is percipiently erratic. The pupil constructs scholarship making junctions with tangible scholarship to internalize the referableification with an withhold construct restraint succeeding reason.