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Jess H. Edds 《Journal of Experimental Education》2013,81(3):225-229
This study examined the link between learning style and Jungian psychological type. A large sample of ninth-grade students was administered the Dunn and Dunn Learning Style Inventory, the Renzulli-Smith Learning Style Inventory, and the Murphy-Meisgeier Type Indicator for Children (MMTIC). Canonical correlation procedures indicated the presence of two bipolar learning preferences characterized by a reflective learner-active learner (introversion-extraversion) dimension and a structured/motivated-unstructured/casual (judging-perception) dimension. It is suggested that the MMTIC’s Extraversion-Introversion and Judging-Perception scales may be alternatively conceptualized as useful measures of learning style. Educational implications and recommendations are discussed. 相似文献
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Students learn new or difficult information most effectively when the classroom environment is compatible with their learning style preferences. Determining learning style preferences can be accomplished by administering the Learning Style Inventory (LSI). However, to understand compatibility with the classroom, an instrument that quantifies student perceptions of elements within the environment is essential. This paper describes development and field‐testing of such an instrument‐the Student Perception Inventory (SPI). The SPI was administered to 80 gifted middle school students and was found to provide useful student perception data. Information needed to improve learning environments for gifted learners, especially underachieving gifted students, was found when using the LSI in conjunction with the SPI. 相似文献
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The goal of this paper is to present the findings of a new research project on teacher candidates' learning style preferences and the implications thereof for their teaching styles. The researchers utilized two different learning‐style assessment instruments based on Dunn and Dunn's learning style model—one paper and pencil and one online learning style assessment instrument to identify course participants' learning styles. Within the same institution of higher education, the learning style concept was introduced and operationalized in two different ways. Using a combination of quantitative and qualitative approaches, teacher candidates' individual and group learning style profiles and their reflections on their own learning and teaching styles are discussed. 相似文献
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The purpose of this study was to investigate whether significant group, gender, and grade differences existed in the learning style preferences of students with learning disabilities and students who are gifted, using the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1987). Subjects consisted of 53 students with learning disabilities and 64 gifted students randomly selected from two large public high schools. They were 10th-, 11th-, and 12th-grade students, aged 15 to 17. A three-way analysis of variance on the LSI raw scores revealed significant group differences in preferences for light, design, and kinesthetic modality, and in motivation, persistence, responsibility, parent motivation, and teacher motivation. Significant gender and grade differences were found in preferences for mobility and learning in the afternoon, respectively. A stepwise discriminant analysis revealed six variables that significantly discriminated between the two groups. Findings imply that incorporating the learning styles of students with learning disabilities and students who are gifted is important for individualizing educational programming. 相似文献
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ABSTRACT: :
Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style DelineatorTM , which identifies dominant learning style(s). In addition, students were asked to complete a survey that asked them to identify which instructional tools used in FSHN 101 they preferred and which they did not. All students, regardless of learning style, preferred the in-class lecture, outlined lecture notes, the WebCT site as a whole, lecture study guide questions, and example exam questions. 相似文献
Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style Delineator
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Iain Garner 《教育心理学》2000,20(3):341-348
Kolb's Learning Style Inventory (LSI) (1984) is frequently used within many areas of study and research as a method of assigning students to a given learning style. However, this paper argues that there are substantial problems with the theoretical foundations of his work. Anomalies are noted with the claimed relationship with Jung's styles (1977) and with Kolb's use of 'possibility processing' (Tyler, 1978). It is argued that these anomalies make it impossible for firm conclusions about the nature of Kolb's learning style to be made. Implications for the use of Kolb's learning styles are presented. 相似文献
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Richard Tucker 《高等教育研究与发展》2009,28(2):195-207
This paper investigates the relationship between learning style, as determined by Kolb's Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first‐ and third‐year architecture students. The paper focuses on the results of a cross‐curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi‐disciplinary and multi‐cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments. 相似文献
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Robert Loo 《教育心理学》1997,17(1-2):95-100
Learning styles are purported to be relatively stable characteristics with some change or development expected. Some studies using Kolb's Learning Style Inventory (LSI) have reported significant positive test‐retest correlations of LSI scores or nonsignificant repeated‐measures ANOVAs and concluded that learning styles are stable. This study examined stability and change on Kolb's revised Learning Style Inventory (LSI‐1985) using 152 participants at two points in time separated by about 10 weeks. A variety of statistics were used to evaluate stability and change in LSI‐1985 scores for the four subscales and two dimensions and the four learning styles. The use of test‐retest correlations, differences between means and other methods emphasising group effects were criticised. It was recommended that researchers also analyse and report the stability and change of style categories directly, not just score changes. These comments are also applicable to other learning style measures such as the Learning Style Questionnaire. 相似文献
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Thirty learning style preferences are profiled for a group of adult male students enrolled in an external degree program. The Canfield Learning Style Inventory was used to assess the adult students' learning styles. These external degree students had eleven significantly different learning preferences compared to Canfield's norm group. Correlations between learning styles and traditional learning environments also were examined. Implications of the results, strengths and limitations in the research are discussed. 相似文献
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This study investigates, using the Learning Style Questionnaire, the learning style preferences of a group of vocational tertiary students and their teachers. It seeks to identify learning style differences, if any, between students in various stages of their course, between sexes and between “high” and “low” achieving students and their teachers. Furthermore, it examines the similarities and differences between the preferred learning style of the chosen sample of students and other tertiary vocational students. The major findings for the students, relevant to the above variables, and the teachers are discussed. As well, with respect to teachers and students, the implications of attempting to match teaching and learning styles are examined. 相似文献
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Gender differences in learning styles: A narrative review and quantitative meta-analysis 总被引：1，自引：0，他引：1
This article reviews research on gender and learning styles of students, 18 and older, conducted after 1980. Curry's onion model (1983) is used to classify definitions of learning styles and to reconstruct the theoretical frameworks used. The extent to which learning style is considered stable or variable in different learning contexts determines its position in the model. Most studies used theoretical frameworks that belonged in the middle or outer layers of the model. This location indicates the strong influence of learning context on women's and men's learning styles. While there were differences between learning styles, research designs rarely included learning contexts.In addition to the narrative review, we performed a quantitative meta-analysis on two instruments (Kolb's Learning Style Inventory and Entwistle's Approaches to Studying Inventory) to determine the direction and magnitude of gender differences in various samples. A search for these two instruments resulted in 26 studies for which the necessary statistics were available. On Kolb's instrument, the results showed that men were more likely than women to prefer the abstract conceptualisation mode of learning. On Entwistle's ASI a difference was found on the affective components of approaches to studying. 相似文献
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《Community College Journal of Research & Practice》2013,37(5):363-375
In the study reported in this article, we examine the extent to which community college students' learning style preferences vary as a function of discipline. We were interested in knowing whether gender and academic performance play a role in student learning style preferences. The learning style preferences of 105 community college students (47 males and 58 females) were measured in four disciplines (i.e., English, mathematics, science, and social studies) using a modified version of the Kolb Learning Style Inventory IIa (Kolb, 1995), which was aimed at determining learning mode orientations: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The results revealed significant differences in students' learning styles preferences across disciplines, but not for gender. In addition, student learning style preferences varied by academic performance as measured by GPA. These findings have important implications for community college teaching and research. 相似文献
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Tock Keng Lim 《教育心理学》1995,15(2):161-169
Assessment of students’ perceptions of classroom environment and their learning styles provided a framework within which to study factors related to perceptions of students in learning. Two instruments, the Individualized Classroom Environment Questionnaire (ICEQ) and the Learning Style Inventory 1985 (LSI), were administered in Singapore to a stratified random sample of 1733 Secondary 4 students (equivalent to Grade 10) from nine secondary schools (good, average and below average schools). The study showed that school type (the category of schools that the students come from), had the most influence on the students’ perceptions of both actual and preferred classroom environment. Gender had an influence too, but mainly on perceptions of actual classroom environment. Learning styles of students had the least influence. 相似文献
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The Honey and Mumford Learning Style questionnaire was applied to undergraduate students at the first and third year level courses in Nursing, Optometry and Podiatryin the Queensland University of Technology Faculty of Health Science, and to students in the post‐graduate courses in Nursing and Nutrition and Dietetics. With one exception, there were no significant differences between first and third year student results for any learning style or course. The mean scores from all courses fell within the normal range defined by Honey and Mumford, but some differences were identified in the preferred learning styles across the different disciplines.
The implications of these findings are discussed with respect to the use of different teaching techniques such as structured lectures, practical exercises, case discussions and role‐play, as the findings may be used to predict the type of instructional techniques which would be most effective. Recommendations are made on the most appropriate of these techniques for different health science courses. 相似文献
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目的 了解三年制高职学生学习风格,为学习任务分析和教学策略制定提供依据.方法 采用Felder学习风格问卷,对我院2007级三年制高职学生进行自填式问卷调查.结果 经Quick Cluster和Hierarchical Cluster分析,我院2007级2075名三年制高职学生学习风格相当一致,有63.33%的学生以积极主动型、感觉型和视觉型为主体学习风格.结论 喜欢通过一些活动和尝试来学习的学生多于通过思考来学习的学生;倾向于学习事实性内容的学生多于喜欢发现事物的发展可能性及相互关系的学生;善于通过情境记忆的学生多于通过口头语言来记忆的学生. 相似文献
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赵长林 《湖北广播电视大学学报》2009,29(10):121-122
为了使不同学习风格的学生能够以最高效率学习英语,结合英语教学实践,我们研究开发了学习风格诊断系统及基于学习风格的英语学习多媒体课件软件包。基于学习风格的英语学习多媒体课件可以提高学习者的学习兴趣,使学习者可以根据视觉模式、听觉模式、触觉模式、运动模式等不同的学习风格取得理想的学习成绩。 相似文献
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Mary H. Mullins 《Journal of Teaching in Social Work》2017,37(4):309-321
Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to a student-centered approach proved an enjoyable experience for the students and the instructor as well. The learning method forces students into an active role in the classroom and allows the instructor to be the facilitator of the learning experience. Students are able to explore course content and gain valuable group skills in the process. 相似文献
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The Project-Based Learning (PBL) approach enables the student to construct knowledge in his/her own way. Piaget, the founder of constructivism, saw the development of intelligence as a process involving the relationship between brain maturity and individual experience. The technology PBL (TPBL) approach confronts the student with a personal problem taken from real life, which he/she has to solve by designing and building an artifact or instrument. It is assumed that by replacing dictated lab experimentation with project learning in an engineering course, the student will show an improvement in learning achievements. This paper describes the last stage (1 year) of a 3-year four-stage research in order to examine the achievements of students using the TPBL approach in comparison to those that carry out lab experiments. A class of 34 students studying Digital Electronics toward a degree of a practical engineer was randomly divided into two training groups. During one semester, the experimental group used the TPBL approach and the control group used lab experiments. The groups' achievements were monitored during 1 year. The research findings reveal that the experimental group gained higher scores. 相似文献