A Continuum of Learning: From Rote Memorization to Meaningful Learning in Organic Chemistry

Autor/inn/en	Grove, Nathaniel P.; Bretz, Stacey Lowery
Titel	A Continuum of Learning: From Rote Memorization to Meaningful Learning in Organic Chemistry
Quelle	In: Chemistry Education Research and Practice, 13 (2012) 3, S.201-208 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C1RP90069B
Schlagwörter	Organic Chemistry; Learning; Memorization; Spiral Curriculum; College Science; Student Experience; Undergraduate Students; Grounded Theory; Ohio + Suchen Sie Ihr Suchwort? Organische Chemie; Lernen; Gedächtnistraining; Spiralcurriculum; Studienerfahrung
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. (Contains 1 figure.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10