Session Information
09 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
Traditional teaching and training aims to develop a knowledge base, focusing on analytical and memorizing skills of the student. The approach of teaching from the perspective of the theory for a successful intelligence proposes the development of the students' expertise through a teaching that integrates and uses creative and practical skills along with analytical and memorizing skills, allowing the students to exploit their intellectual qualities, by offering multiple modalities of encoding information (analytical, creative and practical activities) that facilitate the retention of proposed materials (Sternberg, 2003).
The style is considered as a preferred way of doing something that remains constant in time and along the variety of activities. The thinking style refers to the preference of the person to think about the material taught or learned – such as, for example, the way of the global approach, the way of evaluation, the way of going beyond appearances etc. The learning style includes the individual repertoire of learning strategies (behaviors, steps, operations, techniques which the student uses to facilitate the acquisition, the memorizing, the updating and the use of information) combined with the cognitive style (how the information is organized and represented). By identifying the preferred learning situations in the classroom activity, we tried to capture the students' preference for certain ways of encoding the information, using the information and evaluating their activity (analytical activities – focused on analyzing the provided information, evaluation of what is the subject of learning, explaining how things work; creative activities - focused on exploration and invention of new ways of solving various problems or situations, imagining scenarios in which acquired knowledge can be used or finding new uses; practical activities – centred on the encouragement to apply in the day to day activity the information received in the classroom, practical test of what is known in theory) (Palos, 2007).
The aim of this study was to „capture the specific learning and thinking styles of students from different academic specializations”. The objectives of the study were:
- to identify the students' preferences for certain learning situations (styles of teaching the contents), depending on the type of academic specialization;
- to identify the learning and dispositional thinking styles preferred by students, depending on the type of academic specialization.
Method
Expected Outcomes
References
1. Honey, P. & Mumford, A. (1986). Learning style questionnaire – Scoring. The Manual of Learning Styles. Maidenhead: Homey. 2. Palos, R., & Maricutoiu, L. (2006). The impact of teacher’s thinking and learning styles upon his/her teaching style. EERA’s annual European Conference on Educational Research (ECER), Network: "Educational Effectiveness and Quality Assurance ", Geneva, 12th – 16th September 2006, http://www.leeds.ac.uk/educol/documents/158827.pdf 3. Paloş, R. (2007). Learning theories and their educational implication. West University Publishing House. Timişoara. Romania 4. Pacini, R., & Epstein, S. (1999). Rational-Experiential Inventory. In Bartels,D.M., „Principled moral sentiment and the flexibility of moral judgment and decision making”. Cognition, 108, 381-417. 5. Sternberg, R. J. (2003). What is an “expert student”? Educational Researcher, 32(8), 5-9. 6. Witteman, H. P. J. (1997). Styles of Learning and Regulation in an Interactive Learning group System. Nijgh and Van Ditmar Universitair.
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