Abstract
ABSTRACT The learning theory of David Ausubel was used as a theoretical framework to guide the content organization of an experimental PSI (Personalized System of Instruction) course in physics. Several evaluation strategies were used and suggest that the combination between PSI as a method of instruction and Ausubel's theory as a theoretical framework for content organization is possible and might result in better learning outcomes in terms of concept learning. *Work partially supported by CAPES, CNPq and FINEP (Brazil).
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