RELATIONSHIP BETWEEN INTELLECTUAL STYLE AND LEARNING STYLE OF TEACHERS WORKING IN SCHOOLS

2020 ◽  
Vol 7 (7) ◽  
Keyword(s):  
Learning Style ◽  
Intellectual Style

The Role of Field Dependent/Independent Styles in Learning and Teaching

2020 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Cognitive Style ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Teaching Style ◽  
Cognitive Styles ◽  
Cognitive Strategies ◽  
Early Childhood Classroom ◽  
Intellectual Style ◽  
Field Dependent ◽  
Intellectual Styles

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

An Investigation of Learning Style and Discipline in a Human Factors Course

2011 ◽  
Author(s):  
Mark C. Schall ◽  
Michelle L. Rusch ◽  
Geb Thomas ◽  
John D. Lee
Keyword(s):  
Human Factors ◽  
Learning Style

Effect of Learning Style Interventions on Course Satisfaction

2006 ◽  
Author(s):  
Laura S. Testerman ◽  
Nichole C. Hardy ◽  
Matthew T. Tatum ◽  
Holly M. Irwin-Chase ◽  
Jim Johnson
Keyword(s):  
Learning Style ◽  
Course Satisfaction

Reliability and Validity of the VARK: A Learning Style Assessment

2006 ◽  
Author(s):  
Matthew T. Tatum ◽  
Nichole C. Hardy ◽  
Laura S. Testerman ◽  
Holly M. Irwin-Chase ◽  
John T. Wu
Keyword(s):  
Learning Style ◽  
Reliability And Validity

Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth.

2020 ◽  
Vol 112 (2) ◽  
pp. 221-235 ◽  
Author(s):  
Shaylene E. Nancekivell ◽  
Priti Shah ◽  
Susan A. Gelman
Keyword(s):  
Learning Style

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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