Environmental Education in the Schoolyard: Learning Styles and Gender

2009 ◽  
Vol 40 (3) ◽  
pp. 2-12 ◽  
Author(s):  
Sarah J. Carrier
Keyword(s):  
Environmental Education ◽  
Learning Styles ◽  
And Gender

scholarly journals A Survey of the Knowledge of Truffles among Polish Foresters and Implications for Environmental Education

Forests ◽  
2019 ◽  
Vol 10 (5) ◽  
pp. 365
Author(s):  
Dorota Hilszczańska ◽  
Aleksandra Rosa-Gruszecka ◽  
Bogusław Kosel ◽  
Jakub Horak ◽  
Marta Siebyła
Keyword(s):  
Environmental Education ◽  
Forest Ecology ◽  
Public Attention ◽  
Hypogeous Fungi ◽  
The Public ◽  
Age Cohorts ◽  
The Past ◽  
Ecology Education ◽  
And Gender ◽  
Tuber Spp

While the use of truffles in Poland has a long tradition, for historical reasons this knowledge was almost lost. Currently, truffles and truffle orchards are again receiving public attention. For example, the Polish State Forests supported the establishment of truffle orchards by the Forestry Research Institute. In recent years, knowledge concerning these unique hypogeous fungi has been disseminated systematically through scientific and popular publications, films, and electronic media. This study investigates the awareness of economically and culinary valued truffle fungi (Tuber spp.) among more than 1400 Polish foresters. The results show that 70% of interviewees were familiar with historical and contemporary information about growing and using truffles in Poland. Based on respondents’ age, education, type of work, and gender we attempted to identify whether these elements were associated with the state of knowledge about truffles. The results indicated that younger foresters were better informed about the presence of truffles in Poland and also about their use in the past in Polish cuisine. Environmental education was an important source of knowledge about truffle harvesting and the soils that are conducive to truffle development. Foresters who have provided forest ecology education and who are 36–65 years of age generally possessed better knowledge about truffles than other age cohorts. More than 30% of respondents expressed interest in educational courses to improve their knowledge of truffles. The results point to the need for forestry education concerning truffles and indicate the need for fostering sustainable agroforestry-centered initiatives disseminating this knowledge to the public.

scholarly journals INTERACTIONS AMONG LEARNING STYLES, LANGUAGE LEARNING STRATEGIES AND GENDER OF EFL LEARNERS

2020 ◽  
Vol 1 (01) ◽  
pp. 67-82
Author(s):  
Rizka Nurul Atika
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Visual Style ◽  
The Difference ◽  
Correlational Method ◽  
And Gender

Many studies have investigated isolated dimensions of learning styles (e.g. field independence/dependence) for their role in foreign language learning, but relatively few studies have used a comprehensive learning styles instrument to determine predictors of language learning strategies used by students. Hence, employing the descriptive and correlational method, this study aimed to identify students’ minor, major, and negligible learning styles, students’ usage of language learning strategies, the difference in the learning styles and language learning strategies based on gender, and the relationships among those three variables. A total of 30 students enrolling in the first year of senior high school were given two kinds of questionnaire, the Indonesian version of PLSQ and SILL. The result revealed gender differences only occurs in compensation strategy, in favor of female students. Furthermore, the correlational study revealed significant relationships between visual style and cognitive and metacognitive strategies; between auditory style and cognitive and compensation strategies. Moreover, social strategies are correlated with tactile, group, and individual styles. These findings are useful for both teacher and student to employ strategies suitable with their learning styles.

scholarly journals The Relationship between Computer Anxiety and Learning Styles(Sensory-intuitive and Verbal-visual) among Persian University Students

2019 ◽  
Vol 22 (1) ◽  
pp. 52-62
Author(s):  
Vahid R. Mirzaeian ◽  
Hamedreza Kohzadi
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Significant Relationship ◽  
Computer Anxiety ◽  
Visual Learning ◽  
Verbal Learning ◽  
Frequency Standard ◽  
First Year ◽  
And Gender

This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.

scholarly journals Linking learning styles and learning on mobile Facebook

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Yu-ching Chen
Keyword(s):  
Learning Styles ◽  
Social Networking ◽  
Learning Outcomes ◽  
Learning Style ◽  
Social Networking Sites ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Font Size ◽  
And Gender ◽  
Better Than

<p style="margin: 0cm 0cm 12pt; text-align: justify; line-height: 15pt; -ms-text-justify: inter-ideograph;"><span style="font-family: 'Georgia','serif'; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: Georgia;" lang="EN-US"><span style="font-size: small;">With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.</span></span></p>

scholarly journals Accommodating culture and cultural diversity in online teaching

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
Annegret Goold ◽  
Annemieke Craig ◽  
Jo Coldwell
Keyword(s):  
Learning Styles ◽  
Cultural Diversity ◽  
Cultural Difference ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Attitudes ◽  
Online Environment ◽  
Prior Learning ◽  
Long Time ◽  
And Gender

<span>The term 'culture' has been in common use for a long time. However there is no universally accepted definition and hence it is important to define clearly what culture means in a particular research context. The research reported here is part of a project undertaken at a large Australian university in late 2005. The overall aim of the project was to identify the characteristics of culture and cultural diversity, and to consider how these manifested themselves when teaching and learning in an online environment. This paper reports on particular outcomes from the second stage of the project. This involved conducting focus groups with experienced academics and educational developers of online units. The aim was to gain an understanding of culture and cultural difference in the online environment and to consider what strategies were effective in teaching a culturally diverse cohort of online students. The findings from the focus group sessions were benchmarked with other external faculty. The cultural factors of ethnicity and language, attitudes to educational learning, education and prior learning, learning styles and socio-economic background were well supported by the external faculty. However the factors of religion and gender were not supported. Practices for accommodating such cultural differences amongst students within the online class are presented.</span>

scholarly journals Students’ Achievement Levels, Gender, and Learning Styles on Abstract Algebra: A Profile of Evidence Developing Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 7-16
Author(s):  
Leo Adhar Effendi ◽  
Sindi Amelia
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Learning Styles ◽  
Visual Learning ◽  
Abstract Algebra ◽  
Education Students ◽  
Education Department ◽  
Algebra Students ◽  
Achievement Data ◽  
And Gender

Mathematics education students’ ability on developing evidence needs to be reviewed by lecturers. 50% of the subjects in the mathematics education departement require students' accuracy in analyzing mathematical statements. This is increasingly important because the Indonesian National Qualifications Framework (KKNI) for the Bachelor level requires graduates to become technicians / analysts. The diversity of levels of students’ ability, gender, and learning styles are assumsed to be the discrepancy abilities to develop evidence. This study aims to describe the evidence developing ability based on the levels of achievement, gender, and student learning styles. The subjects of this study were abstact algebra students in the mathematics education department. Type of this research was descriptive qualitative with data collection techniques using test and non-test techniques. Students were given five questions about abstact algebra that demanded the evidence developing ability. The achivement levels and gender were obtained from students’ academic achievement data. The learning styles were attained from questionnaires. The results of the study is higher the students’ academic achievement, better the evidence developing ability on Abstract Algebra. The gender does not affect the evidence developing ability on Abstact Algebra. Students with visual learning styles have the ability to develop evidence better than students with other learning styles.

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