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Issue 3, 2012
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A continuum of learning: from rote memorization to meaningful learning in organic chemistry

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Abstract

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.

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Publication details

The article was received on 01 Oct 2011, accepted on 04 Feb 2012 and first published on 06 Mar 2012


Article type: Paper
DOI: 10.1039/C1RP90069B
Citation: Chem. Educ. Res. Pract., 2012,13, 201-208
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    A continuum of learning: from rote memorization to meaningful learning in organic chemistry

    N. P. Grove and S. Lowery Bretz, Chem. Educ. Res. Pract., 2012, 13, 201
    DOI: 10.1039/C1RP90069B

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