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dc.contributor.authorPeresuh, Munhuweyi
dc.date.accessioned2014-11-14T12:31:28Z
dc.date.available2014-11-14T12:31:28Z
dc.date.issued1998-03
dc.identifier.citationPeresuh, M. (1998) A Comparative Analysis Of Bruner’s And Ausubel’s Views On The Learning Process And Their Implications For Zimbabwe, ZJER Vol.8, No.1.Harare, Mt. Pleasant: HRRC.en_GB
dc.identifier.issn1013-3445
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/5038
dc.descriptionA ZJER comparative analysis.en_GB
dc.description.abstractBruner’s work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Students must understand the more general concepts, or subsumers, before mastering details and sub-concepts. This paper compares and critically analyses the views of Bruner and Ausubel on the learning process and their relevance to Zimbabwe. Bruner’s four principles of teaming and Ausuble’s meaningful verbal learning theory are presented and their implications for teaching with reference to Zimbabwe are discussed.en_GB
dc.language.isoenen_GB
dc.publisherHuman Resources Research Centre (HRRC); University of Zimbabween_GB
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en_GB
dc.subjectEducationen_GB
dc.titleA Comparative Analysis Of Bruner’s And Ausubel’s Views On The Learning Process And Their Implications For Zimbabween_GB
dc.typeArticleen_GB
dc.rights.holderUniversity of Zimbabween_GB


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