Relevance of Ausubel's Meaningful Learning Theory in Contemporary Science Education

Abstract Science education aims to develop learners’ conceptual understanding, scientific reasoning, problem-solving ability and capacity to apply scientific knowledge in unfamiliar situations. In this context, David Ausubel’s Meaningful Learning Theory remains an important cognitive perspective for understanding how students learn science. Ausubel proposed that meaningful learning occurs when new knowledge is connected substantially with relevant knowledge already present in the learner’s cognitive structure. This conceptual article examines the relevance of Ausubel’s Meaningful Learning Theory to contemporary science education. It focuses on the importance of prior knowledge, meaningful and rote learning, progressive differentiation, integrative reconciliation and advance organisers. The article also considers the application of the theory to conceptual understanding, inquiry-based learning, science process skills, problem solving, digital learning and assessment. A conceptual review methodology was adopted by examining foundational and relevant contemporary literature related to Ausubel’s theory and science learning. The discussion indicates that the theory remains relevant because scientific concepts are interconnected and learners need to integrate new ideas with their existing understanding. The article argues that Ausubel’s theory can provide a strong cognitive foundation for modern science pedagogy when combined with inquiry, conceptual change, scaffolding, formative assessment and appropriate digital learning resources. Keywords: Ausubel, meaningful learning, science education, prior knowledge, conceptual understanding, science pedagogy, advance organisers