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1.
The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, 1992 , Improve Acad. 11:137–155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students’ VARK learning styles are correlated with course outcomes regardless of the students’ study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

2.
The purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students’ perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students’ lived experiences also increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed.  相似文献   

3.
The purpose of this study was to look at the use of the case method approach in relation to the preferred learning style of students in an elementary science methods course. Ninety-seven students enrolled in an elementary and elementary/middle level science methods course at Midwest university participated in this study. Participants completed a Barsch Learning Styles Inventory to determine learning style preference. At the end of the semester, students were asked to rate the eight identified teaching methods utilized throughout the semester as to their effectiveness. This research shows that pre-service teachers found the use of case studies as potentially useful in helping them learn and process course content no matter what learning style preference the pre-service teacher has.  相似文献   

4.
Abstract

As STEM educators, we know it is beneficial to train students to think critically and mathematically during their early mathematical lives. To this end, the author teaches the College Algebra/Precalculus course in a flipped classroom version of an inquiry-based learning style. However, the techniques described in this paper can be applied to a variety of freshman and sophomore mathematics courses (and above). In particular, in this model the students read the textbook before class and formulate questions, submitted prior to class via a learning management system, about the material to be covered in class the next day. During class they solve problems about that topic, and solutions are presented and discussed before the end of the period. After class, students complete standard homework about the topic, and are encouraged to bring any unresolved homework, worksheet, or reading questions for the next class period. This paper will discuss this method of engaging students, focusing on how student questions evolve during the semester, and student feedback.  相似文献   

5.
The purpose of this quantitative study was to examine the relationship between learning preferences of East Asian and American higher education students. A review of the literature revealed a body of qualitative studies suggesting a stereotypical perception of an Asian learning preference influenced by cultural variables and the historical roots of Confucianism. The pedagogical implications of this stereotypical perception are obvious to faculty engaged in teaching and learning with Asian international students in America or abroad. The authors surveyed 233 higher education students from Hong Kong and America using the VARK Questionnaire. The authors used a two‐way contingency table analysis and chi‐square statistical tests to conduct their cross‐cultural comparison on their variables of interest including age, gender, and country.  相似文献   

6.
当今学习策略的教学已成为教育教学的目标之一。特别是随着终身教育理念的确立和终生教育体系的形成,学习策略显得越来越重要。但在现实中,学生却缺乏学习的策略、方法和技巧。文章在了解学生现有的学习状况的基础上,从计划策略、监控策略、自我评价策略三个方面简要探讨了独立学院在英语听力教学中策略培养的意义以及培养学生学习这些策略的方法,从而逐步提升其自主学习的能力。  相似文献   

7.
The effectiveness of clay modeling to written modules is examined to determine the degree of improvement in learning and retention of anatomical 3D relationships among students with different learning preferences. Thirty‐nine undergraduate students enrolled in a cadaver dissection course completed a pre‐assessment examination and the VARK questionnaire, classifying learning preference as visual, auditory, read/write, or kinesthetic. Students were divided into clay, module, and control groups with preference for learning style distributed among groups. The clay and module groups participated in weekly one‐hour classes using either clay models or answering written questions (modules) about anatomical relationships, respectively. The control group received no intervention. Post‐assessment and retention examinations were administered at the end of the semester, and three months later, respectively. Two variables (Δ1, Δ2) represented examination score differences between pre‐ and post‐assessment and between post‐assessment and retention examinations, respectively. The Δ1 for clay and module groups were each significantly higher than controls (21.46 ± 8.2 vs. 15.70 ± 7.5, P ≤ 0.05; and 21.31 ± 6.9 vs. 15.70 ± 7.5, P ≤0.05, respectively). The Δ2 for clay and module groups approached but did not achieve significance over controls (?6.09 ± 5.07 vs. ?8.80 ± 4.60, P = 0.16 and ?5.73 ± 4.47 vs. ?8.80 ± 4.60, P = 0.12, respectively). No significant differences were seen between interventions or learning preferences in any group. However, students of some learning styles tended to perform better when engaging in certain modalities. Multiple teaching modalities may accommodate learning preferences and improve understanding of anatomy. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献   

8.
Higher education has struggled to acknowledge and translate into better teaching and learning practices that sizeable literature base suggesting a link between cognitive style, learning preferences, and performance. Research is reported in which 80 undergraduate students on a primary education degree were studied to examine the relationship between their cognitive style, their learning preferences, and perceived impact on their teaching practices. All students completed the CSA measure of cognitive style, the ASSIST, two further questionnaires exploring learning preferences and perception of good teaching during the course, and an evaluation at the end of the teaching unit. Significant differences were found between the three cognitive styles investigated: wholist, intermediate, and analytic. In terms of learning preferences, using ANOVA statistically significant differences were found between the three styles with wholists being most concerned about speed of delivery and least liking computer‐assisted learning. In addition, wholists preferred less structure than analytics in their teaching and claimed to use more images while analytics claimed to use more speech in their teaching. Intermediates demonstrated a greater preference for tangential approaches to teaching and were least happy with the nature of the teaching they had received while at university. Many of the differences reported in the literature between the different cognitive styles were not evident in this study. However, the interpersonal and intrapersonal characteristics of wholists and analytics, respectively, were evident and perceived to impact on planning and delivery in the classroom. While further school‐based research involving greater numbers is required, interest in learning styles remains especially relevant if one intends to offer a truly inclusive education for all learners.  相似文献   

9.
This paper comprises a summary of research into the teaching of higher education (HE) courses in further education (FE) learning environments. A comprehensive study of college management and teaching staff attitudes together with teaching practices, pedagogy and research was carried out with six partner colleges of the University of Plymouth where a substantial amount of HE teaching was delivered. A questionnaire was developed, piloted and distributed to all staff teaching HE in the colleges, with a similar but separate questionnaire being used for management. Five colleges responded. We present data relating to the differences in teaching practice and pedagogy between FE and HE teaching and the problems of realizing these in FE learning environments. We also look at the ways in which independent study and critical reflection among learners are developed. The questions of research and scholarly activity and their relevance to HE teaching are addressed. Considerable challenges are faced by staff teaching mainly FE courses, on standard FE teaching contracts, being expected to deliver HE courses effectively. We also consider the challenges of delivering ‘a real HE experience’ in FE environments and those involved with going on to university afterwards.  相似文献   

10.
Web-based learning environments are now used extensively as integral components of course delivery in tertiary education. To provide an effective learning environment, it is important that educators understand how these environments are used by their students. In conventional teaching environments educators are able to obtain feedback on student learning experiences in face-to-face interactions with their students, enabling continual evaluation of their teaching programs. However, when students work in electronic environments, this informal monitoring is not possible; educators must look for other ways to attain this information. Capturing and recording student interactions with a website provides a rich source of information from data that is gathered unobtrusively. The aim of this study was firstly to explore what information can be gained from analysing student interactions with Web-based learning environments and secondly to determine the value of this process in providing information about student learning behaviours and learning outcomes. This study has provided critical information to educators about the learning behaviour of their students, informing future enhancements and developments to a courseware website and the teaching program it supports.  相似文献   

11.
语文教学的创新思考   总被引：1，自引：0，他引：1  
在创新教育的时代潮流下,我国基础教育在全国范围内推行了新课改活动,各门基础学科教育的新课改引起了不少学者的深入思考,尤其是语文课的教学实践。本文从一个语文教育工作者的角度提出一些看法,认为语文教师的专业素质是实施语文创新教育的前提,课堂教育是关键,课外学习是培养学生创新意识的重要组成部分。  相似文献   

12.
The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using flipped classroom and the second semester using lectures, where both teaching modes contained a substantial amount of active learning. Overall, students report a more positive learning experience and higher engagement in the flipped classroom. The analysis revealed seven categories that the students highlight as especially conducive to their learning; commitment to peers, being recognized, feeling safe, instructor relationship, physical learning environment, learning with peers and using videos to learn new content. The results indicate that the affective dimension of student engagement is particularly prominent when students reflect upon learning in the flipped classroom.  相似文献   

13.
为解决翻译教学中"教师讲、学生听"的传统和刻板教学模式所带来的问题,运用任务驱动教学法的方式来进行教学设计。此方法能让学生积极参与、主动实践,从而提高学生学习积极性。同时,分析每一步骤的重点注意问题,从而提高了教学效果。  相似文献   

14.
Teacher educators, as mentors involved in developing student–teacher learning, encounter increasing demands to promote self-regulated learning (SRL) in their students. This study investigated how teacher educators are committed to promoting SRL in their students, as well as how they promote their own professional development as self-regulated learners, which may (or may not) mirror the way they support SRL in their students.In both the Israeli and Dutch teacher education contexts, the study investigated how teacher educators conceptualize SRL and what they mean by actively utilizing SRL approaches, both as a framework for their own professional development and as a way to involve their students in self-directed learning.The study notes several professional dilemmas teacher educators face with respect to SRL. These dilemmas seem to be connected to their underlying conceptions of teaching and learning, as well as the demands of the setting in which they teach. Furthermore, what teacher educators themselves are doing in terms of SRL does not align with what they are teaching others to do; this divergence was the case in the Dutch context more than in the Israeli context. As such, teacher educators struggled with both learning to use SRL approaches themselves, and teaching their students to use them.  相似文献   

15.
新课程理念下初中生数学学习情况的调查与分析   总被引：5，自引：4，他引：5  
当前初中生数学学习方式不符合素质教育的特征。为此，在实施数学新教材的过程中要注意：教师必须摒弃旧的观念和旧的教学方式；教师的培训工作必须立足于实验教材；学生学习数学必须步入社会；社会看待学生学习效果的观念和方法应改变。  相似文献   

16.
When beginning to teach a secondary education course focusing on interdisciplinary curriculum together, four women teacher educators determined changes we hoped to make for the following semester. For example, we took up the notions of difference, arts integration, and collaboration all under the umbrella of interdisciplinary curriculum. We were in search of a model of interdisciplinarity that could incorporate our understanding of education and our teaching interests. We designed this model in order to guide our students into identifying themselves as educators rather than purely content-area specialists.Similarly, we saw this course as an opportunity to encourage collaborative practices. We could model team-teaching as our students planned interdisciplinary units together. Likewise, we could demonstrate to our students that transcending their own disciplines allows for more powerful teaching and learning. We saw redefining interdisciplinary curriculum as a route to encourage preservice teachers to teach for social justice and to show teaching's potential as a collaborative profession.This article narrates how we experienced the changes of crossing disciplines, co-teaching sections of the course, exploring arts integration, and providing practical experiences in four different voices. We use our varied voices as we hope the reader may then come to better understand our individual experiences as well as our collaborative journey. While we encountered several roadblocks on our travels, we also found that we offered opportunities for creating new knowledge among ourselves and our students.  相似文献   

17.
Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the importance of culture in mathematics education. To contribute to what is known about supporting secondary mathematics teachers in developing a culturally responsive teaching practice, we studied the impacts of a graduate course called Culture in the Mathematics Classroom on 13 teachers enrolled in the course. The course was designed to guide secondary mathematics teachers in understanding and growing their capacity to enact culturally responsive teaching in their classrooms. The purpose of our research was to explore how teachers’ perceptions changed as a result of their engagement in the class with respect to understanding the role of culture in knowing and being responsive to their students. Specifically, we examined how each of the four course projects seemed to individually and collectively influence teachers’ thinking. Overall, teachers appeared to expand their cultural awareness and dispositions for cultural responsiveness that would support them in knowing and supporting their students in the manner of a culturally responsive teacher. Teachers did not, however, develop some more “advanced” understandings related to power and privilege in society. This study provides researchers and mathematics teacher educators with a potential analytic framework for understanding teacher change with respect to culturally responsive teaching.  相似文献   

18.
Due to the pandemic conditions, hands-on courses in architectural education were conducted remotely and their presentation had to be reconsidered. Hands-on courses, by their nature, support learning and learner-instructor interaction in the classroom environment. It was necessary to develop innovative solutions to ensure this interaction in virtual classrooms. This study discusses a method we experienced in the 2021–2022 spring semester of the “Principles of Digital Design and Fabrication in Architecture” course given at Gazi University. To combat potential interaction deficits, “problem-based learning (PBL)” and “learning by doing (LBD)” teaching methods were applied. While reflecting on foreseen problems in the curriculum on the students, we determined the distance education process causes different reflections on students in terms of digital modelling and fabrication techniques. All constraints and problem determinations obtained by the students were classified and a way to solve these problems developed with the LBD style. By the end of the course, the students, who were expected to design a small 3D object, first designed the mould then realised their fabrication of the object. In this process, while the foreseen problems and curriculum determined at the beginning overlapped, other problem determinations and their reflections formed an important base for the future curriculum.  相似文献   

19.
Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator.  相似文献   

20.
Much has been written about the relationships between learning styles and learning preferences with the aim of tailoring teaching methods to the ways that students prefer to learn. This study used a sample of 201 management undergraduates to examine the relationships between Kolb's four learning styles and four learning types, and 12 different learning preferences. Only three significant relationships were found. It is suggested that large individual differences in learning preferences within each style and type, and small differences in learning preference mean scores show that, overall, there are weak linkages between learning styles and learning preferences. It is recommended that researchers control for Type I error rates and present effect sizes when statistically significant relationships are found to prevent chance and trivial findings from influencing educators. It is recommended that educators use a variety of learning methods and encourage students to be receptive to different learning methods rather than try to link specific learning methods to specific learning styles.  相似文献   

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