A continuum of learning: From rote memorization to meaningful learning in organic chemistry

  • Grove N
  • Lowery Bretz S
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The Assimilation Theory of Ausubel and Novak has typically been used in the research literature to describe two extremes to learning chemistry: meaningful learning "versus" rote memorization. It is unlikely, however, that such discrete categories of learning exist. Rote and meaningful learning, rather, are endpoints along a continuum of learning. This paper reports the results of a qualitative investigation of students' experiences in a spiral, organic chemistry curriculum, specifically describing additional positions along the learning continuum between meaningful learning and rote memorization. (Contains 1 figure.)

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  • Nathaniel P. Grove

  • Stacey Lowery Bretz

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