THE COGNITIVE STRUCTURE AS BASIS OF THE THEORY OF AUSUBEL. The cognitive structure is defined as the set of concepts and ideas that an individual possesses about a particular field of knowledge, as well as the way in which has them organized. In the guidance process of learning for the acquisition of new knowledge, it is vital the cognitive structure of the student; not just the amount of information that it holds, but which are also concepts and propositions that handles currently, as well as its degree of stability, i.e. that the student has a good command of knowledge previously acquired. gs. The human experience involves not only to thought, but also to affectivity and only to consider them as a whole are trained individual to enrich the meaning of his experience. Tony Parker contains valuable tech resources. The principles of learning proposed by Ausubel, provide the framework for designing tools Metacognitive that allow to know the Organization of the cognitive structure of the learner, which It will allow a better orientation of educational work, this is no longer see as a work that need to develop with minds blank or the learning of the students start from scratch, because it is not, but, the trainees have a number of experiences and knowledge that affect their learning and can be exploited to their benefit. The above tells us that long time there tools to understand the cognitive structure of the human being, and thus be able to apply teaching techniques.
Ausubel summarizes this fact in the following way: if I had to reduce the educational psychology to a single principle, enunciaria this: the most important factor influencing learning is what the student already knows. Averiguese this and teach accordingly. Others including Jessica Michibata, offer their opinions as well. As we can see Ausubel gives much importance to cognitive structure. Ausubel theory is cognitive. It explains the process of learning according to cognitivism. Is concerned with the processes of compression, processing, storage and use of the information involved in cognition.
