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

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.