Rote Versus Meaningful Learning

By Richard E. Mayer. 2002

883 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/945d60a4ced5b05d2a2fed26922cb4b8d505443b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Information Systems and Management

In Statistics and Probability

Citations in the corpus

Conceptual Understanding of Electrical Circuits in Secondary Vocational Engineering Education: Combining Traditional Instruction with Inquiry Learning in a Virtual Lab (2013, background): “Mayer (2002, 2004) suggested that only specific cognitive activities (e.g., selecting, organizing, and integrating knowledge) may promote meaningful learning.”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “Mere remembering of content is rote learning, focused on the past; on the contrary, meaningful learning involves transfer and orients toward the future (Mayer, 2002).”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, result): “This is in contrast to strong evidence of the importance of developing children’s “usable knowledge,” which is built upon learning how facts are interconnected, organized, and conditioned upon one another (Bransford, Brown, & Cocking, 1999; Mayer, 2002).”
Cognitive load theory, educational research, and instructional design: some food for thought (2010, neutral): “processes such as interpreting, exemplifying, classifying, inferring, differentiating, and organizing (Mayer 2002).”
STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood. Executive Summary. (2017, neutral): “98 Mayer, R. E. (2002). Rote versus meaningful learning.”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “, Catts, Fey, Zhang, & Tomblin, 2001; Taylor, Pearson, Peterson, & Rodriguez, 2003) that emphasize the importance of developing interconnected, generalizable “usable knowledge” rather than rote acquisition of simple facts (Mayer, 2002).”
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning (2014, background): “Furthermore, it is indispensable that learners not only know about how to learn, but really use self-regulation strategies adaptively to succeed in their learning process (Mayer, 2002; Weinstein & Mayer, 1986; Zimmerman, 2008a).”
Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, background): “…research particularly indicates that learning is greatly enhanced when learners are required to engage in the application of analysis, evaluation, and creation of higher-level thinking skills, as identified in Bloom’s Revised Taxonomy (Ferguson, 2002; Krathwohl, 2002; Mayer, 2002; Pintrich, 2002).”
Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, background): “This meaningful learning requires that constructivist approaches to science teaching are applied (cf. Mayer 2002; Ogborn 1997), notably including an emphasis shift from teacher control to student initiative.”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “Instructional support distinguishes between the classroom activities and interactions that simply promote fact knowledge versus those that promote an understanding of how facts are organized, conditioned, and interconnected with one another (Mayer, 2002).”
The essential elements of team‐based learning (2008, background): “Cognitive research shows that learning is greatly enhanced when students are required to engage in higher-level thinking (Mayer, 2002; Pintrich, 2002; Scandura, 1983).”