Learning Styles Myth: what are the views of different professionals in the school context?

2021 ◽  
Vol 3 (2) ◽  
pp. 41-47
Author(s):  
Jorge Amorim ◽  
◽  
Joana Rato ◽  
Keyword(s):  
Learning Styles ◽  
Educational System ◽  
Cognitive Neuroscience ◽  
Empirical Data ◽  
Scientific Literature ◽  
School Context ◽  
School Setting ◽  
Empirical Support ◽  
Speech Language Pathologists ◽  
Probable Impact

The learning styles theory is spread across the education field, despite previous research, especially from cognitive neuroscience, that concluded the lack of empirical support in its use in teaching. In this study, we used a survey to analyse the perception of learning styles in different professionals working in the Portuguese educational system. We recruited 136 participants, between the ages of 22 and 68 years (M=38,5 years; SD=10,51), 95% of them were female. The average of working experience it is 13.8 years (SD= 9.15). We analysed the answers of three groups of professional from different specializations, Teachers (n=42), Psychologists (n=44) and Speech-Language Pathologists (n=50) and no differences were found in their answers since all the groups scored above 80% as they classified as fact the benefits of teaching by learning styles. Our empirical data stand aligned with the scientific literature, suggesting that the learning styles myth is widely present in the school setting, affecting other professions beyond teachers. With this undistinguishable knowledge despite specialization, we discuss this bias's probable impact in the educational contexts.

Taking Care of Children After Traumatic Brain Injury

2012 ◽  
Vol 13 (3) ◽  
pp. 79-86 ◽  
Author(s):  
Julie Haarbauer-Krupa
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Literature Review ◽  
School Setting ◽  
Leadership Role ◽  
Speech Language Pathologists ◽  
Educational Information ◽  
Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

scholarly journals INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!

2016 ◽  
Vol 3 (Special) ◽  
pp. 7
Author(s):  
MARÍA LUISA RENAU RENAU ◽  
BEATRIZ PÉREZ GARRALÓN
Keyword(s):  
High School ◽  
Secondary Education ◽  
Learning Styles ◽  
Educational System ◽  
Traditional Approach ◽  
Digital Natives ◽  
Diversity Awareness ◽  
Collaborative Groups ◽  
Digital World

In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.

scholarly journals The climate dependence of the terrestrial carbon cycle; including parameter and structural uncertainties

2012 ◽  
Vol 9 (10) ◽  
pp. 13439-13496 ◽  
Author(s):  
M. J. Smith ◽  
M. C. Vanderwel ◽  
V. Lyutsarev ◽  
S. Emmott ◽  
D. W. Purves
Keyword(s):  
Carbon Cycle ◽  
Empirical Data ◽  
Current Knowledge ◽  
Empirical Support ◽  
Data Sets ◽  
Earth System ◽  
Model Formulation ◽  
Terrestrial Carbon ◽  
Terrestrial Carbon Cycle ◽  
Component Processes

Abstract. The feedback between climate and the terrestrial carbon cycle will be a key determinant of the dynamics of the Earth System over the coming decades and centuries. However Earth System Model projections of the terrestrial carbon-balance vary widely over these timescales. This is largely due to differences in their carbon cycle models. A major goal in biogeosciences is therefore to improve understanding of the terrestrial carbon cycle to enable better constrained projections. Essential to achieving this goal will be assessing the empirical support for alternative models of component processes, identifying key uncertainties and inconsistencies, and ultimately identifying the models that are most consistent with empirical evidence. To begin meeting these requirements we data-constrained all parameters of all component processes within a global terrestrial carbon model. Our goals were to assess the climate dependencies obtained for different component processes when all parameters have been inferred from empirical data, assess whether these were consistent with current knowledge and understanding, assess the importance of different data sets and the model structure for inferring those dependencies, assess the predictive accuracy of the model, and to identify a methodology by which alternative component models could be compared within the same framework in future. Although formulated as differential equations describing carbon fluxes through plant and soil pools, the model was fitted assuming the carbon pools were in states of dynamic equilibrium (input rates equal output rates). Thus, the parameterised model is of the equilibrium terrestrial carbon cycle. All but 2 of the 12 component processes to the model were inferred to have strong climate dependencies although it was not possible to data-constrain all parameters indicating some potentially redundant details. Similar climate dependencies were obtained for most processes whether inferred individually from their corresponding data sets or using the full terrestrial carbon model and all available data sets, indicating a strong overall consistency in the information provided by different data sets under the assumed model formulation. A notable exception was plant mortality, in which qualitatively different climate dependencies were inferred depending on the model formulation and data sets used, highlighting this component as the major structural uncertainty in the model. All but two component processes predicted empirical data better than a null model in which no climate dependency was assumed. Equilibrium plant carbon was predicted especially well (explaining around 70% of the variation in the withheld evaluation data). We discuss the advantages of our approach in relation to advancing our understanding of the carbon cycle and enabling Earth System Models make better constrained projections.

scholarly journals Detection, not mortality, constrains the evolution of virulence

2021 ◽  
Author(s):  
David A Kennedy
Keyword(s):  
Mathematical Model ◽  
Disease Severity ◽  
Behavioral Change ◽  
Scientific Literature ◽  
Empirical Support ◽  
Infectious Period ◽  
Trade Off ◽  
Evolution Of Virulence ◽  
Host Mortality

Why would a pathogen evolve to kill its hosts when killing a host ends a pathogen's own opportunity for transmission? A vast body of scientific literature has attempted to answer this question using "trade-off theory," which posits that host mortality persists due to its cost being balanced by benefits of other traits that correlate with host mortality. The most commonly invoked trade-off is the mortality-transmission trade-off, where increasingly harmful pathogens are assumed to transmit at higher rates from hosts while the hosts are alive, but the pathogens truncate their infectious period by killing their hosts. Here I show that costs of mortality are too small to plausibly constrain the evolution of disease severity except in systems where survival is rare. I alternatively propose that disease severity can be much more readily constrained by a cost of behavioral change due to the detection of infection, whereby increasingly harmful pathogens have increasing likelihood of detection and behavioral change following detection, thereby limiting opportunities for transmission. Using a mathematical model, I show the conditions under which detection can limit disease severity. Ultimately, this argument may explain why empirical support for trade-off theory has been limited and mixed.

scholarly journals VIOLÊNCIA E BULLYING EM CONTEXTO ESCOLAR: contributos da perspectiva intercultural

2016 ◽  
Vol 23 (2) ◽  
pp. 16 ◽  
Author(s):  
Ana Karina Campos Moreira Da Costa Santos ◽  
Natália Ramos
Keyword(s):  
Basic Education ◽  
Scientific Literature ◽  
Violent Behavior ◽  
School Context ◽  
Research Work ◽  
Documentary Sources ◽  
Palabras Clave ◽  
Investigación Cualitativa ◽  
Culture And Development

O presente artigo apresenta uma revisão teórica sobre a temática da violência e do bullying em contexto escolar, sustentada na análise alargada de diversas fontes documentais, publicações e literatura científica da especialidade, de vários autores de referência, almejando uma aprofundada compreensão e uma adequada contextualização teórica do fenómeno em estudo. Trata-se da primeira etapa de um trabalho de investigação em desenvolvimento no âmbito da referida problemática, no Centro de Estudos das Migrações e das Relações Interculturais (CEMRI), da Universidade Aberta de Lisboa, Grupo de Investigação “Saúde, Cultura e Desenvolvimento”. O trabalho objetiva identificar, compreender e , analisar  os processos inerentes à construção da violência e da exclusão social no  meio escolar português. Pretendemos, também, aferir as principais causas e consequências dos comportamentos violentos em contexto escolar, assim como definir possíveis formas de prevenção e estratégias de intervenção/atuação, nomeadamente através dos contributos da educação intercultural. Para realizar este estudo, ainda em elaboração na sua vertente empírica, optámos pelo método de investigação qualitativa. Escolhemos realizar um estudo de tipo descritivo, na categoria de estudo de caso. Assim, propomo-nos estudar o caso de uma escola do primeiro ciclo do ensino básico, de um agrupamento de escolas do distrito de Setúbal, situada numa zona urbana do concelho do Seixal. Palavras-chave: Violência. Bullying. Vitimização. Escola. Prevenção. Educação intercultural.VIOLENCE AND BULLYING IN SCHOOL CONTEXT: contributions of intercultural perspectiveAbstract: This article presents a literature review on the theme of violence and bullying in schools, based on extensive analysis of various documentary sources, publications and scientific literature, from many relevant authors, aiming to achieve a wide understanding and proper contextualization of the phenomenon under study. This is the first stage of a research work that is being developed on the mentioned topic, at the Research Center for Migration and Intercultural Relations (CEMRI), of the Open University of Lisbon, Research Group “Health, Culture and Development”. The study aims to identify, to know, analyze and understand the processes involved in the construction of violence and social exclusion in portuguese schools. We also intend to assess the main causes and consequences of violent behavior in schools, as well as finding ways to prevent violence and defining intervention strategies / actions, namely through contributions of intercultural education. To carry out this study, still in progress in its empirical part, we have chosen the qualitative research method. We chose to perform a descriptive study, in the case study category. Therefore, we propose to study the case of a school of the first cycle of basic education (primary school), which belongs to a group of schools from Setúbal district, located in an urban area of Seixal.Keywords: Violence. Bullying. Victimization. School. Prevention. Intercultural education.VIOLENCIA Y BULLYING EN EL CONTEXTO ESCOLAR: contribuciones de la perspectiva intercultural Resumen: En este artículo se presenta una revisión de la literatura sobre el tema de la violencia y la intimidación en las escuelas, en base a un amplio análisis de diversas fuentes documentales, publicaciones e literatura científica, de muchos autores de referencia, con el objetivo de una profunda comprensión y contextualización adecuada del fenómeno en estúdio. Esta es la primera parte de un trabajo de investigación en el desarrollo en el Centro de Estudos en Migración y Relaciones Interculturales (CEMRI), de la Universidad Aberta de Lisboa, Grupo de Investigatión “Salud, Cultura y Desarrollo”. El estúdio tiene como objetivo identificar, comprehender y analizar los procesos que intervienen en la construcción de la violencia y la exclusión social en las escuelas portuguesas. Tenemos la intención, también, de identificar las principales causas y consecuencias de los comportamientos  violentos en contextos escolar, así como definir posibles formas de prevención  y estrategias de intervención/atuación, identificada a través de las contribuciones de la educación intercultural.  Para realizar este estudio, todavía en elaboración en su vertiente empírica, optamos por lo método de investigación cualitativa. Elegimos  realizar un estudio del tipo descriptivo, en la categoría de estudio de caso. Así, proponemos estudiar el caso de una escuela de primero ciclo de enseñanza básica, de un agrupamiento  de esculelas del distrito de Setúrbal, situada en la zona urbana del consejo del Seixal.   Palabras clave: Violencia. Bullying. Victimización. Escuela. Prevención. Educación intercultural.

The scale of school organizational culture in Indonesia

2019 ◽  
Vol 33 (7) ◽  
pp. 1582-1595
Author(s):  
Burhanuddin Burhanuddin
Keyword(s):  
Primary Schools ◽  
Structural Equation ◽  
School Context ◽  
School Setting ◽  
Measurement Model ◽  
Primary School Teachers ◽  
Content Type ◽  
Confirmatory Factor ◽  
Cultural Construct ◽  
Complex Project

Purpose The purpose of this paper is to develop a measurement model in order to investigate sorts of organizational cultures (OCs) existing in school organizations. Design/methodology/approach This study involved 300 teachers of Primary Schools in the Malang City, East Java Indonesia. It used a quantitative approach with structural equation modelling to develop a measurement model of school OC. To enable the measure of this variable to work, OC scale was constructed and validated employing a confirmatory factor analysis. Findings Results suggest items of the scale are conceptualized as unidimensional measure. The scale, thus, could be used to examine and properly identified types of OCs within a school setting. Research limitations/implications This study developed e-scale to measure OC within a school context. The measure was tested in referring to the data derived from a limited sample of primary school teachers in Malang City, Indonesia. Practical implications This study recommends that school principals are expected to create an OC to ensure the improvement of individual capacities is carried out effectively. Originality/value The investigation focused on a school OC as a complex project. Since not many research studies developed the scales to measure this specific cultural construct, the findings add to the theory in this area.

Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis

2019 ◽  
Vol 18 (3) ◽  
pp. 221-243 ◽  
Author(s):  
Steven R Wininger ◽  
Jenni L Redifer ◽  
Antony D Norman ◽  
Mary K Ryle
Keyword(s):  
Content Analysis ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Educational Psychology ◽  
Instructional Methods ◽  
Empirical Studies ◽  
Empirical Support ◽  
Future Research ◽  
Negative Effects

The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator preparation programs (i.e., introduction to education and educational psychology texts); definitions, models, stances on usage, and recommendations for usage provided; and whether references cited in the texts were empirical studies. Eighty percent of the reviewed textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach, whereas the other half defined it as an individual style. Introduction to education texts tended toward a more positive stance on learning style usage whereas introduction to educational psychology texts exhibited a more neutral stance. A quarter of the textbooks recommended matching instructional methods to learning styles. Texts with higher numbers of both empirical and non-empirical references were more likely to describe learning styles in terms of how students prefer to gather information rather than as innate differences in information processing. Given that most textbooks did not recommend matching instructional methods to learning styles, future research should examine the source of the continued prevalence of teachers’ beliefs that student learning improves with the matching of learning styles to teaching approach.

Child rearing practices of the San communities in Botswana: potential lessons for educators

2018 ◽  
Vol 14 (2) ◽  
pp. 130-137
Author(s):  
Annah Anikie Molosiwa ◽  
Dipotso Galeforolwe
Keyword(s):  
School Culture ◽  
Focus Group ◽  
Learning Styles ◽  
Educational System ◽  
Cultural Practices ◽  
Child Behaviour ◽  
Child Rearing ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Failure To Progress

Several studies conducted among the San communities in Botswana have attributed failure to progress in school by the San children to inappropriate languages of instruction, insensitivity of the school culture and curriculum to their culture and learning styles. These studies have not really looked at all the contextual issues that influence child behaviour and development to the extent that they achieve their learning status. The aim of this study was therefore to investigate San’s child-rearing practices and how they transmit their cultural practices to their children. Data were gathered qualitatively through narratives, focus group discussions and interviews. The results revealed that the San are yearning for an educational system that is inclusive of their cultural practices and language, as well as having San teachers in their schools.

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