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Stone, Carol Leth – 1982
Long term studies of advance organizers (AO) were analyzed with Glass's meta-analysis technique. AO's were defined as bridges from reader's previous knowledge to what is to be learned. The results were compared with predictions from Ausubel's model of assimilative learning. The results of the study indicated that advance organizers were associated…
Descriptors: Advance Organizers, Evaluation Methods, Hypothesis Testing, Learning Processes
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Novak, Joseph D. – Journal of Chemical Education, 1984
Discusses seven key concepts in Ausubel's learning theory which function to guide research and teaching. Also discusses concept mapping and Gowins Vee, providing examples of how they are used in chemistry instruction. (JN)
Descriptors: Chemistry, College Science, Concept Formation, Concept Mapping
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Gaudin, Felix A. – Science Teacher, 1984
Discusses advantages and disadvantages of standard high school biology and chemistry course sequences. Relates these sequences to Piagetian developmental levels as well as to David Ausubel's cognitive theory. Suggests that the sequences be reexamined in light of issues considered. (JM)
Descriptors: Biology, Chemistry, Cognitive Development, Curriculum Design
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Maroto, B.; Camusso, C.; Cividini, M. – Journal of Chemical Education, 1997
Reviews a subjective exercise completed by students at the end of each of six units in an introductory organic chemistry course. Argues that instruction should be shaped by Ausubel's concept of meaningful learning. (DDR)
Descriptors: Cognitive Structures, Concept Formation, Course Content, Course Evaluation
Tamir, Pinchas – Amer Biol Teacher, 1970
Analyzes effects of different student backgrounds on success in an introductory college biology class. Students with BSCS Yellow Version high school courses were consistently superior to other groups. Results consistent with Ausubel's Theory of learning. (AL)
Descriptors: Biology, College Science, Curriculum Evaluation, Evaluation
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School Science Review, 1982
Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)
Descriptors: Academic Achievement, Biology, Check Lists, College Science
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Lawson, Anton E. – Science Education, 1982
The author examines Novak's position that science and mathematics educators should discard Piaget's theory of intellectual development in favor of Ausubel's theory of meaningful learning as a guide for teaching practice and research. (PB)
Descriptors: Advance Organizers, Cognitive Development, Cognitive Processes, Concept Formation
Hart, Maxine Barton – Journal of Business Education, 1980
Reviews major learning theories that can be followed by business communication instructors, including those by David Ausubel, Albert Bandura, Kurt Lewin, Edward Thorndike, B.F. Skinner, and Robert Gagne. (LRA)
Descriptors: Business Communication, Business Education, Cognitive Processes, Learning
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Berkheimer, Glenn D.; McLeod, Richard J. – Science Teacher, 1979
Discusses how science programs K-16 should be developed to meet the modern objectives of science education and restore its true meaning. The theories of Phenix and Ausubel are included in this discussion. (HM)
Descriptors: Cognitive Development, Curriculum Development, Educational Development, Educational Objectives
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Murray, Darrel L. – American Biology Teacher, 1977
This article reviews recent research studies and experiences relating the learning theories of Ausubel to biology instruction. Also some suggestions are made for future research on the learning of biology. (MR)
Descriptors: Biology, Cognitive Ability, Cognitive Development, Cognitive Processes
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Novak, Joseph D. – Science Education, 1977
Advocates the educational theories of David Ausubel as a basis on which to build science and mathematics curricula and instructional procedures. Offers interpretations of Piaget's conservation tasks in Ausubelian theory. (CP)
Descriptors: Cognitive Development, Concept Formation, Curriculum Development, Elementary Secondary Education
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Rezende, Flavia; de Souza Barros, Susana – Computers & Education, 2008
This study investigates the interaction of a group of freshmen enrolled in a Pre Service Physics Teacher Training Course with a mechanics hypermedia program. Data were obtained to discuss hypertextual navigation guided by the following questions: (i) How can the students' navigation in this hypermedia program be characterized? (ii) How does this…
Descriptors: Prior Learning, Mechanics (Physics), Hypermedia, Interaction
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Chang, Shujen L. – Journal of Interactive Online Learning, 2005
This study compared the effects of system-initiated (low-level) facilitation with that of facilitator-initiated plus system-initiated (high-level) facilitation on cognitive restructuring and learning achievement. Graduate students participated in facilitated online discussion within a web course for one semester. This study found no significant…
Descriptors: Cognitive Restructuring, Online Courses, Correlation, Teaching Methods
Briscoe, Laurel A. – 1972
Educational accountability, as linked to changing socioeconomic attitudes and conditions, is noted to have contributed to the decline of the audiolingual method of language instruction. Following a discussion of the pedagogical implications and inadequacies of audiolingual theory, the author analyzes the nature of this teaching methodology, first…
Descriptors: Academic Achievement, Accountability, Audiolingual Methods, Cognitive Development
Dean, Rebecca J. – ProQuest LLC, 2010
The ability of underprepared college students to read and learn from their reading is essential to their academic success and to their ability to persist towards completing their degree. The purposes of this study were to (a) assess the relationship between the cognitive processes of reading-based decision making and meaningful learning and (b)…
Descriptors: Control Groups, College Students, Intervention, Learning Strategies
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