similar
Both Bruner and Ausubel emphasize the core position of cognitive structure in learning and think that cognitive structure is hierarchical. They also firmly believe that learning is the reorganization of cognitive structure and pay attention to the interaction between old and new knowledge. Both of them think that learning is an active process and attach importance to the improvement of intrinsic motivation in learning. Their theory is closely combined with teaching practice, which provides valuable guidance for educators.
Different descriptions of cognitive structure
Bruner divided the cognitive structure into three stages: action representation, image representation and symbolism. Ausubel called it the content and organization of ideas, emphasizing that the level of cognitive structure gradually decreased from top to bottom.
The emphasis of the learning process is different.
Bruner pays attention to abstracting the general principle from concrete examples, that is, epistemology; Ausubel emphasizes the learning process from general concepts to concrete examples, that is, subordinate learning.
Different learning styles
Bruner advocates discovery learning and emphasizes students' active exploration; Ausubel, on the other hand, emphasizes accepting learning and thinks that meaningful learning is more important.
The nature of learning is different.
Bruner believes that the essence of learning is a process of actively forming cognitive structure, while Ausubel believes that the connection between new ideas and original ideas is the core of learning.