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Facilitating meaningful verbal learning in the classroom
Abstract
In mathematics, as in other scholarly disciplines, pupils acquire subject-matter knowledge largely through meaningful reception learning of presented concepts, principles, and factual information. In this paper, therefore, I first propose to disti nguish briefly between reception and discovery learning, on the one hand, and between meaningful and rote learning, on the other. This will lead to a more extended discussion of the nature of meaningful verbal learning (an advanced form of meaningful reception learning) and the reasons it is predominant in the acquisition of subject matter; of the manipulable variables that influence its efficiency; and of some of the hazards connected with its use in the classroom setting.
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“Concept mapping facilitates the hierarchical organization of knowledge and promotes meaningful integration of new information with prior understanding, consistent with Ausubel's meaningful learning theory (1968).”
From AI-assisted concept mapping enhances orthopaedic nursing students’ critical thinking: A quasi-experimental study (2026) · cites this paper as Ausubel, 1968
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Cited by
Alternative ideas about concepts of physics, a timelessly valuable tool for physics education
Kotsis, K. Τ. (2023) · Eurasian Journal of Science and Environmental Education · doi:10.30935/ejsee/13776 · Cited by 29
“They are called preconceptions, a term proposed by Ausubel (1968) and repeated by Novak (1977). These early conceptions later, at an older age and despite the teacher’s intervention, may not develop into scientific knowledge, so the term misconception was used (Helm, 1980; Hills, 1989). Other researchers reused the te…”
BackgroundMiska, J. W., Mathews, L. L., Driscoll, J., Hoffenson, S., Crimmins, S., Espera, A. H., & Pitterson, N. P. (2022) · Journal of Engineering Education · doi:10.1002/jee.20468 · Cited by 17
Pickett, S. B., Nielson, C., Marshall, H., Tanner, K. D., & Coley, J. D. (2022) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00220-21 · Cited by 21
“Previous studies have suggested that structure is an important element of the refutation text as a guide for reader attention (41, 47 – 49).”
BackgroundKieren, T. E. (1969) · Review of Educational Research · doi:10.3102/00346543039004509 · Cited by 10
Educação Permanente em Saúde: o estado da arte
Lemos, F. M., & da Silva, G. G. A. (2018) · Revista Interdisciplinar de Promoção da Saúde · doi:10.17058/rips.v1i3.12867 · Cited by 7
Metadata
- Authors
- Ausubel, D. P.
- Affiliations
- University of Toronto (CA)
- Corresponding author
- Ausubel, David P.
- Venue
- The Arithmetic Teacher
- Published
- 1968-02
- Volume
- 15
- Issue
- 2
- Pages
- 126-132
- ISSN
- 0004-136X (ISSN-L)
- OpenAlex
- W3093932633
- Cited by
- 29
- References
- 0
- Citations by year
- 2026: 7 · 2025: 5 · 2024: 4 · 2023: 3 · 2022: 4 · 2021: 1 · 2019: 1 · 2018: 1 · 2014: 1
- FWCI
- 6.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Arithmetic Teacher (publishedVersion)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational methodologies and cognitive development
- Keywords
- discovery learning, rote learning, mathematics education, classroom teaching
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