scholarly journals The Effect of Learning Styles to Build Learner Autonomy

2015 ◽  
Vol 12 (1) ◽  
pp. 118
Author(s):  
Ratna Sajekti Rusli ◽  
Helena D Soegiharto
Keyword(s):  
Social Science ◽  
Learning Styles ◽  
Subject Matter ◽  
Natural Science ◽  
Cognitive Learning ◽  
English Learning ◽  
School Subject ◽  
Field Independent ◽  
And Gender ◽  
And Mathematics

The purpose of this study was to investigate the effect of fielddependent and field-independent cognitive learning styles on learning achievement and the relation between cognitive learning and gender. The subjects were SMU students of Social Science (IPS) and Mathematics and Natural Science (WA) classes of SMUK Triyana. The scores of summative test of several school subject matters were used as the data. The results show that cognitive learning styles do not have any effect on the students' achievement on History subject matter. However, cognitive learning styles influence English learning. This study also shows that gender does not affect achievement.

scholarly journals Cognitive Learning Styles Used by Male and Female Students in Grade 10 of Natural Science of “X” School in Surabaya

K ta Kita ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 64-70
Author(s):  
Febe Widarma
Keyword(s):  
Mixed Methods ◽  
Learning Styles ◽  
Key Words ◽  
Learning Style ◽  
Natural Science ◽  
Cognitive Learning ◽  
Female Students ◽  
Male Students ◽  
Science Class ◽  
Male And Female

This study identifed male and female’s cognitive learning styles and found out the differences and similarities the cognitive learning styles between male and female students in grade 10 of “X”school in Surabaya. There were twenty six students in Natural Science class (X-IPA1). The main theory for this study is from Ehrman (1996) about Cognitive Learning Styles. The method was mixed-methods. The researcher distributed questionnaires adapted from Ehrman and Leaver (2002b) ind interview to the students in order to know their cognitive learning styles. The findings showed that male students were concrete and female students were analog learners. Additionally, the finding also showed that the male and female students had five similarities and five differences. English teachers will be easier to conduct classroom activites based on the findings of male and female students’ cognitive learning styles. Key words: Cognitive learning styles, learning style, gender

scholarly journals From Biosphere to Semiosphere to Social Lifeworlds. Biology as an Understanding Social Science

1970 ◽  
Vol 3 (2) ◽  
pp. 51-74
Author(s):  
Günther Witzany
Keyword(s):  
Social Science ◽  
Subject Matter ◽  
Natural Science ◽  
Point Of View ◽  
Protein Bodies ◽  
Context Dependent ◽  
Mechanistic Biology

The change could not be more radical. Biology, as a classical natural science, has celebrated numerous successes. Examining its subject matter from a reductionistic, materialistic point of view has led to exceptional knowledge and given rise to dozens of sub-disciplines. Unfortunately, by pursuing such detail, satisfactory answers to central questions – What is life? How did it originate and how do we view ourselves as living beings? – have been lost in a universe of analytical units. Yet not entirely! A transdisciplinary network is evolving: it goes beyond reductionistic biology, beyond vitalism or a rekindled (metaphysical) enchantment of nature. It is increasingly able to provide better answers to these questions than firmly established, traditional, mechanistic biology: (1.) a semiotics that transcends Peirce, James and Morris to serve as a basis for the interpretation of sign processes in biosemiotics (Kull 2005), (2.) developmental biologists, embryologists and epigeneticists who have turned the paradigm “DNA-RNA-Protein-everything else” (Arthur Kornberg) on its head and who try to understand protein bodies as context-dependent interpreters of the genetic text, (3.) a philosophy that reconstructs biology as an understanding social science which describes the rule-governed sign-mediated interactions of cell individuals to mega-populations in their lifeworlds.

scholarly journals The Relationship between Metacognitive Awareness Levels, Learning Styles, Genders and Mathematics Grades of Fifth Graders

2016 ◽  
Vol 5 (4) ◽  
pp. 78 ◽  
Author(s):  
Serdal Baltaci ◽  
Avni Yildiz ◽  
Bilal Özcakir
Keyword(s):  
Learning Styles ◽  
Significant Relationship ◽  
Metacognitive Awareness ◽  
Fifth Grade ◽  
Screening Model ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
And Gender ◽  
And Mathematics ◽  
The Relationship

<p>Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students.<strong> </strong>Besides,<strong> </strong>it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners’ mathematical achievement, improvement in metacognition, and supporting some learning environments with metacognition. Therefore, in this study, relationship between metacognitive differences, learning styles, genders and mathematics grades of the fifth grade students are examined. This study was designed as descriptive study and conducted by using relational screening model. The participants consist of 330 fifth grade students from public middle schools. Data collection tools of this study are “Metacognitive Awareness Scale for Children” and “Learning Styles Scale”. The data gathered through these scales were analyzed by using Statistical Package for Social Science (SPSS) 21.0. As a result, there is no statistically significant relationship between learning styles and gender. But, there is statistically significant relationship between learning styles-mathematics grades, metacognitive awareness levels<strong> </strong>(MAL)—grade levels in mathematics, MAL-gender and MAL-learning styles. Learning styles may affect individuals’ way of thinking in every moment of the life. Thus, this result has a significant part in education. In fact, parents, teachers and administrators should know metacognitive awareness and learning styles. Thus, knowing these terms can be helpful to understand how the problematic and unsuccessful students show undesirable behaviors since those students’ learning styles and metacognitive awareness levels are not considered.</p>

scholarly journals Context Factors Affecting Cognition and Performance of Undergraduate Science Students

2020 ◽  
Vol V (I) ◽  
pp. 160-169
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Tariq Javed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cognitive Learning ◽  
Independent Learning ◽  
Science Students ◽  
Grade Point ◽  
Context Factors ◽  
Field Independent ◽  
Field Dependent ◽  
Undergraduate Science

Individual differences play a vital role in learning, as they lead learners towards Field-Dependent and Field-Independent learning styles, assumed the perceptions of individuals. For learning science, perception, spatial orientation and analytical approach have been considered extremely essential. There are several context factors which have been reported to have connection with directly or indirectly cognitive learning styles. The present study explored the effects of context factors such as age, gender,. academic achievement and mother’s qualification of science students. For this study, 462 undergraduate science students were selected randomly from BS Physics, BS mathematics, and BS Computer Engineering programmes from four universities. The standardize test “SHAPES” was administered to recognize Field-Dependent-Field Independent learners. The regression analysis revealed that context factors such as gender, age, and grade point average significantly contribute to field contingent and field free thinking cognitive learning style.

scholarly journals From Biosphere to Semiosphere to Social Lifeworlds. Biology as an Understanding Social Science

1970 ◽  
Vol 3 (2) ◽  
pp. 51-74 ◽  
Author(s):  
Günther Witzany
Keyword(s):  
Social Science ◽  
Subject Matter ◽  
Natural Science ◽  
Point Of View ◽  
Protein Bodies ◽  
Context Dependent ◽  
Mechanistic Biology

The change could not be more radical. Biology, as a classical natural science, has celebrated numerous successes. Examining its subject matter from a reductionistic, materialistic point of view has led to exceptional knowledge and given rise to dozens of sub-disciplines. Unfortunately, by pursuing such detail, satisfactory answers to central questions – What is life? How did it originate and how do we view ourselves as living beings? – have been lost in a universe of analytical units. Yet not entirely! A transdisciplinary network is evolving: it goes beyond reductionistic biology, beyond vitalism or a rekindled (metaphysical) enchantment of nature. It is increasingly able to provide better answers to these questions than firmly established, traditional, mechanistic biology: (1.) a semiotics that transcends Peirce, James and Morris to serve as a basis for the interpretation of sign processes in biosemiotics (Kull 2005), (2.) developmental biologists, embryologists and epigeneticists who have turned the paradigm “DNA-RNA-Protein-everything else” (Arthur Kornberg) on its head and who try to understand protein bodies as context-dependent interpreters of the genetic text, (3.) a philosophy that reconstructs biology as an understanding social science which describes the rule-governed sign-mediated interactions of cell individuals to mega-populations in their lifeworlds.

scholarly journals STUDENTS’ VISUALIZATION IN READING AND THEIR COGNITIVE LEARNING STYLES

2019 ◽  
Vol 13 (1) ◽  
pp. 26
Author(s):  
Ainul - Addinna ◽  
Ririn - Ovilia ◽  
Risda - Asfina
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Field Independent ◽  
Field Dependent ◽  
The Mean ◽  
The Difference ◽  
Visualization Strategy ◽  
The Impact ◽  
Experimental Group

Empirically visualizing the text being read into pictures, diagrams, or images evidently deepens students’ reading comprehension. Given the evidence of its significance, this study is intended to figure out the impact of visualizing the text on the students’ reading comprehension observed from the students’ cognitive learning styles namely field independent (FI) and field dependent (FD). Due to its purpose, the experimental study, quasy-experimental research to be specific, was carried out. Fifty four fifth-semester students at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be ineffective in enhancing students’ reading comprehension on account for some factors. Besides, the mean score of FI students in experimental group was slightly above FD students’. Again, the difference is empirically proven to be insignificant. 

A Marriage of Social Science, Natural Science, and Humanities

1994 ◽  
Vol 39 (4) ◽  
pp. 391-392
Author(s):  
Anita P. Barbee ◽  
Michael R. Cunningham
Keyword(s):  
Social Science ◽  
Natural Science

Knowing as being: Psychology, limits to knowledge, and an ethics of solidarity

2020 ◽  
pp. 095935432097870
Author(s):  
Peiwei Li
Keyword(s):  
Social Science ◽  
Natural Science ◽  
Zen Buddhism ◽  
Philosophical Foundation ◽  
Moral Relevance ◽  
Self Reflection ◽  
Buddhist Practice ◽  
Science Building ◽  
Critical Science ◽  
Zen Buddhist

Critical epistemological reflection facilitates disciplinary self-reflection, and yet the limitation of this practice needs to examined. This article explores the possibility of a praxis-oriented philosophical foundation for psychology through investigating the limits to knowledge. Integrating insights from critical communicative pragmatist perspectives and Zen Buddhism, this paper outlines what constitutes limits to knowledge and contests the boundary of epistemology, in relation to psychology as a natural science, social science, and critical science. Building upon this deconstruction/reconstruction, Zen Buddhist practice is drawn upon to further illuminate the potential to center psychology through the praxis of knowing as being, which is nontotalizing and always open to uncertainty and fallibility. My key argument is that any notion of epistemology is inadequate when divorced from its intra-connection to being and practice that have inherent ethical and moral relevance. This necessitates deferring philosophizing to a constant and endless practice that upholds an ethics of solidarity.

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