The role of frequency in meaningful verbal learning

Ausubel, David P.

doi:10.1002/1520-6807(196507)2:3<203::aid-pits2310020303>3.0.co;2-e

Cited by 196 publications

(261 citation statements)

References 4 publications

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“…With roots in the constructivist approach to learning, Ausubel's assimilation theory claims that learning is composed of a process of assimilating new concepts and propositions into existing conceptual and propositional frameworks. 60,66,67 As such, learning that involves the connection of new concepts to existing prior knowledge is deemed to be a meaningful learning experience. This theory of meaningful learning is contrasted against rote learning that simply involves the memorization of new concepts.…”

Section: Meaningful Learningmentioning

confidence: 99%

Evaluating the Impact of the “Teaching as a Chemistry Laboratory Graduate Teaching Assistant” Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

et al. 2017

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Designing and evaluating teacher development programs for graduate teaching assistants (GTAs) who teach in the laboratory is a prominent feature of chemistry education research. However, few studies have investigated the impact of a GTA teacher development program on the verbal interactions between participating GTAs and students in the undergraduate laboratory. Further, little research has been devoted to the development of an instructional model designed specifically for GTAs. This research set out to develop an instructional model to underpin a GTA teacher development program and to evaluate its impact on the cognitive and psychomotor verbal interactions between GTAs and students in the laboratory. Seven GTAs participated in the Teaching as a Chemistry Laboratory Graduate Teaching Assistant (TCL-GTA) program that featured the development and implementation of the Meaningf ul Learning in the Laboratory (MLL) instructional model seeking to nurture undergraduate students' cognitive, psychomotor, and affective domains of learning. The verbal interactions between each GTA and the students they interacted with were audio recorded for the entire duration of general chemistry laboratory sessions that took place before, during, and after the TCL-GTA program. The purpose of this article is to explore the influence of the TCL-GTA program on the cognitive and psychomotor verbal interactions between GTAs and undergraduate students during general chemistry laboratory sessions.

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Section: Meaningful Learningmentioning

confidence: 99%

Evaluating the Impact of the “Teaching as a Chemistry Laboratory Graduate Teaching Assistant” Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

et al. 2017

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“…A good approach to learning inculcated in trainees represents an important factor that contributes to achieving the stated goals of science education (MoNE, 2018; Ahmed and Ahmad, 2017) [47,52]. According to Asubel (1963) [53], a learning approach is described as (1) meaningful and (2) via rotelearning. Meaningful learning is founded on linking thoughts, concepts, and scientific content-the idea being that when a student integrates a new idea or concept with the related concepts, a more meaningful understanding is forged.…”

Section: Science Process Skills and Meaningful Learningmentioning

confidence: 99%

Factors Related to Cognitive Reasoning of Pre-Service Teachers’ Science Process Skills: Role of Experiments at Home on Meaningful Learning

2022

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This study aims to ascertain the level of science process skills (SPSs) among pre-service science teachers and to describe how these skills are reflected in their learning approach during the knowledge acquisition process. Additionally, we intend to explore those factors (i.e., those related to cognitive reasoning) that are utilized by pre-service teachers during science experiments conducted at home, in terms of the attainment of SPSs. The course documents of 36 pre-service science teachers were used to help further our understanding of the nature of learning about science through active participation in the inquiry process. Data collection procedures were conducted during a Laboratory Application Course; the participating students were required to undergo the Science Process Skills Test, completed to ascertain their pre-existing skills, as well as a project report investigating the factors affecting plant growth to ascertain levels of SPSs. These data were analyzed using a document analysis method. Data from a Science Process Skills Test were analyzed using the SPSS 20.0 program, along with the descriptive statistics. The findings indicate that the skills that achieved the highest averages included the formulation of preparation predations, as well as experimentation, while the lowest point averages went to the subcategories of proof through experience and communication. Upon an examination of the project reports, several pre-service teachers soon realized they had made certain errors during the design phase of the experiment, and returned to the initial stage. Still others made errors in the descriptions of variables, findings, and inferences, with the smallest minority committing errors in terms of observation. Students who possessed a meaningful learning approach were deemed as having internalized and recalled concepts in a meaningful way.

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“…A recent review of chemical education research emphasized the role that the evolution of dominant learning theories played in guiding CER over the years, with particular emphasis on the work of Ausubel, Novak, Piaget, and Vygotsky. 69 Ausubel argued that meaningful learning occurs when an individual relates new knowledge to relevant concepts they already know; 70 Novak et al extended this concept by noting the importance of connecting knowledge across the cognitive (thinking), affective (feeling), and psychomotor (acting) domains; 71 Piaget provided a model that differentiated between the assimilation of a new idea that fits into the individual's existing ideas and the accommodation that occurs when disequilibration induces the new idea to change existing ideas; 72 and Vygotsky emphasized the importance in the learning process of social interactions with either teachers or what he called "more capable peers." 73 The various streams of thought on theories of learning have been brought together in the form of a constructivist theory of knowledge that emphasizes the idea that "knowledge is constructed in the mind of the learner."…”

Section: Characteristics Learning Biochemistrymentioning

confidence: 99%

A Review of Biochemistry Education Research

Lang

Bodner

2020

J. Chem. Educ.

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Reports of the results of research within the emerging field of biochemistry education are appearing at an ever-increasing rate. Capturing an image of the landscape of Biochemistry Education Research (BCER) is complicated, however, by the interdisciplinary nature of biochemistry courses that may be taught at different levels and in different departments, even at the same institution. To develop a model that provides a sense of what research has been done, so far, we have investigated the literature on biochemistry education research within the contexts of the traditional biochemistry lecture and laboratory environments as well as courses taught within the health sciences, medicinal chemistry, chemical biology, and molecular biology, as well as courses that combine biochemistry with other topics in chemistry, such as general chemistry and organic chemistry. We found that existing BCER has focused primarily on the lecture/classroom environment. Only about one-fourth of the BCER literature has been based on research in the laboratory setting. We also noted that the primary focus of research done so far has been on the structure/function properties of proteins. The goal of this review was a holistic understanding of the results of BCER that could be used by instructors to shape classroom practice as well as to provide BCER practitioners with an idea of the gaps in the existing literature that could be filled by future research. To transform the results of our analysis into a publishable form, we have used a format in which brief summaries of the topics of the BCER papers are presented.

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The role of frequency in meaningful verbal learning

Cited by 196 publications

References 4 publications

Evaluating the Impact of the “Teaching as a Chemistry Laboratory Graduate Teaching Assistant” Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

Evaluating the Impact of the “Teaching as a Chemistry Laboratory Graduate Teaching Assistant” Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

Factors Related to Cognitive Reasoning of Pre-Service Teachers’ Science Process Skills: Role of Experiments at Home on Meaningful Learning

A Review of Biochemistry Education Research

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