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In the past decade, extensive research on gender and learning styles has produced a multitude of findings: gender differences in learning styles are small on average, but across studies quite different results are observed. In the present study, this heterogeneity is the central focus of our attention. Two possible interpretations concerning the educational context and the concept of gender identity are investigated: the teacher and the subject he or she teaches. Besides the variable gender as a dichotomous variable, the variable gender identity is included to reflect the theoretical standpoint of the social construction of gender differences. Using multivariate techniques on a data set of 432 adult secondary students, the observed relations between gender, gender identity and learning styles are described. Gender identity turns out to explain more variance in the use of learning styles compared to gender. Furthermore, it is shown that gender (identity) differences in learning styles do not vary across teachers and, with one exception, they do not vary across subjects. 相似文献
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Marie‐Christine P. J. Knippels Sabine E. Severiens Tanja Klop 《International Journal of Science Education》2013,35(15):2057-2083
The present study examined the outcomes of a newly designed four‐lesson science module on opinion‐forming in the context of genomics in upper secondary education. The lesson plan aims to foster 16‐year‐old students’ opinion‐forming skills in the context of genomics and to test the effect of the use of fiction in the module. The basic hypothesis tested in this study is whether fiction stimulates students to develop opinions with regard to socio‐scientific issues. A quasi‐experimental pre‐test and post‐test design was used, involving two treatment groups and one control group. One of the experimental groups received a science module incorporating movie clips (i.e., the movie group). The other experimental group received the same science module, but only news report clips were used (i.e., the news report group). Prior to and after the module, 266 secondary school students completed a questionnaire to test their opinion‐forming skills. The results demonstrate that the science module had a significant positive effect on students’ opinion‐forming skills and that the movie group improved their skills more compared with the news report group. It may be concluded that the use of fiction—to be more specific, movie clips about genomics extracted from feature films—to introduce a socio‐scientific issue in the classroom stimulates students to develop their opinion‐forming skills. 相似文献
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In order to examine and explain differences in self-regulated (SR) deep learning of successful immigrant and non-immigrant
students we investigated a population of 650 high track 10th grade students in Amsterdam, of which 39% had an immigrant background.
By means of a questionnaire based on the MSLQ of Pintrich and De Groot (1990) the students reported their use of learning
and resource management strategies, and their motivational values and attitudes. Two tests measured vocabulary and mathematical
reasoning. Background characteristics, grades, track position and school composition (i.e., proportions of immigrant students)
were registered as well.
A factor analysis yielded two learning patterns: self-regulated deep learning and self-regulated surface learning. Subsequent
analyses of variance showed that, compared to boys, girls prefer SR surface learning. However, immigrant girls fit best in
the SR deep learning pattem. The contrast between immigrant and non-immigrant girls is substantial. Explanations for this
particular group difference, and for variance in SR deep learning in general, were explored. Of the achievement measures,
only average grade explains variance in SR deep learning. Motivational values and resource management strategies do so as
well. Track position does not, but school composition does affect the way immigrant students learn. Schools with more than
60% immigrant students enhance more SR deep learning than schools with less than 20% immigrant students. As the difference
in SR deep learning between immigrant and non-immigrant girls is not explained by any of the covariates, we suggest alternative
explanations in the discussion section. 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
7.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
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The research domain of gender and learning seems to develop in two different areas. In one area learning is investigated by using general theories on learning and instruction. In the second area, gender plays a central role in the theoretical frameworks. The present article compares two theories from these areas using a general perspective and a gender perspective. By doing this, we intend to combine knowledge resulting from the two distinct areas and possibly take the research domain of gender and learning a step further. The theories in the comparison concern Vermunt's learning conceptions (1996) and Baxter Magolda's ways of knowing and patterns of reasoning (1992). It turns out that a number of relations seems to exist on a conceptual level between these two theories, but the relations could not be confirmed empirically. In the discussion, the results are elaborated upon and possible future research is suggested. 相似文献
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Krijnen Eke van Steensel Roel Meeuwisse Marieke Jongerling Joran Severiens Sabine 《Reading and writing》2020,33(1):207-238
Reading and Writing - Based on the Home Literacy Model, this study explored a refined model of home literacy activities and their relations with children’s emergent literacy skills in a... 相似文献
10.
The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress.
Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and
academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based
learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating
students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained
more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration
were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward.
Formal social integration positively affected study progress, but informal academic integration was negatively related to
study progress. 相似文献