In two investigations students who read an "organizer" before studying biological material scored higher after the learning sessions, and on retention tests, than students who read an historical passage prior to instruction. (AL)

The effect of advanced organizers on the meaningful learning of carefully sequenced materials in the biology classes of a rural high school was investigated. A significant difference was found in favor of the advanced-organizer group as measured by a summative achievement test. (BT)

Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute…

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)

Investigates the use of advance organizers in a modified form by involving students in the preparation of organizers to enhance meaningful learning from textual material with Nigerian secondary school students (N=180). Results indicate the proficiency in English as a second language was an important factor in determining effectiveness of student…

Tests the applicability of Ausubel's theory to the meaningful learning of intellectual skills. Results of three studies of high school students indicate that advance organizers enhance learning of skills related to solubility product problems. This effect was removed if prior teaching in relevant background knowledge was included. (Author/WB)

Attempts to analyze the effects of advance organizers on an environmental education unit, assess retention of the instructional material one year later, and determine if changes in perceptions of a woodland occurred. (GA)

Discusses five instructional strategies for increasing the meaningfulness of technical or scientific information. These include organization of prose, use of concrete analogies as advance organizers, use of inserted questions in prose, elaboration activities such as note-taking and discovery learning. (JN)