scholarly journals LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS

2016 ◽  
Vol 15 (5) ◽  
pp. 588-601
Author(s):  
Jiří Škoda ◽  
Pavel Doulík ◽  
Martin Bílek ◽  
Ivana Šimonová
Keyword(s):  
Science Education ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Educational Practice ◽  
Individual Characteristics ◽  
Learning Activities ◽  
Long Term Results ◽  
Short Term

The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners´ individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford´s variation on the Kolb´s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge. Key words: inquiry-based science education, learning styles, educational practice, quantitative research, identification of learning results.

scholarly journals Identifikasi Gaya Belajar ditinjau dari Kecenderungan Bakat Khusus pada Mahasiswa Program Studi Bimbingan dan Konseling Universitas Muhammadiyah Metro

2019 ◽  
Vol 3 (1) ◽  
pp. 79-84
Author(s):  
Agus Wibowo ◽  
Nurul Atieka
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
Educational Practice ◽  
Individual Characteristics ◽  
Guidance And Counseling ◽  
Study Program ◽  
Student Learning Styles

IDENTIFICATION OF LEARNING STYLES BASED FROM SPECIAL TALENT STUDENT PROGRAM STUDY OF GUIDANCE AND COUNSELING UM METRO. Pragmatism of educational practice can be seen from learning process without based of individual characteristics. This condition appears in the selection of methods and strategies of lstudents who tend to be oriented towards teacher oriented. In learning identification the characteristics of students are very poorly identified by teachers. Based from the problems, it is very important to study and identify student talents and student learning styles. Through this research, it is expected to be a reference in the development of the learning process based of special talents and student learning styles. This study aims to identify the characteristics of talent, learning styles, and the relationship between talent and learning styles in students. The method used is correlational research. Data collection uses aptitude tests and learning style scales.The results of research is majority students guidance and counseling study program of UM Metro have special talent is vebal talent, dan characteristics of style learning is visual learning. Thus the results of the study also show that the majority of students who have a verbal talent are also types of visual learning.

scholarly journals Decription of Students’ Learning Style

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Laila Isrona
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Qualitative Method ◽  
Self Regulation ◽  
Learning Activities ◽  
Research Approach ◽  
Cross Sectional ◽  
Dominant Type ◽  
Construction Of Knowledge

AbstrakBelajar adalah perubahan mental yang terjadi sebagai repreentasi dan hubungan dari hasil pengalaman dalam jangka panjang. Vermunt mengklasifikasikan empat tipe belajar: meaning-directed, application-directed, reproduction-directed dan undirected learning. Tujuan penelitian ini adalah untuk menggali secara deskriptif bagaimana tipe belajar mahasiswa di FK-UNAND. Penelitian ini menggunakan metode kuantitatif dengan pendekatan studi potong lintang dan mendeskripsikan tipe belajar empat orang mahasiswa. Kuesioner ILS dari Vermunt dibagikan kepada enam mahasiswa dan hanya empat kuesioner yang kembali serta bisa dianalisis. Dari hasil penelitian didapatkan: (1) mahasiswa A mempunyai tipe beajar yang tidak spesifik, mahasiswa ini lebih cenderung ke tipe undirected dan reproduction directed, (2) mahasiswa B menunjukkan lebih mahir dalam kegiatan belajar, tipe belajarnya lebih mengarah kepada reproduction dan application directed, (3) mahasiswa C mendapatkan nilai yang lebih tinggi pada tipe undirected, (4) mahasiswa D menunjukkan mahasiswa yang lebih mampu untuk melakukan self regulation, construction of knowledge dan mempunyai motivasi internal yang baik, namun skor yang diperoleh masih terkategori tipe undirected. Kesimpulan penelitian ini ialah terdapat tumpang tindih pola belajar pada mahasiswa, namun profile yang tepat ditunjukkan pada skor yang dominan. Rekomendasi untuk perbaikan proses belajar mengajar di FK-UNAND disampaikan berdasarkan hasil penelitian yang diperoleh.Kata kunci: ILS, mahasiswa, tipe belajar AbstractDefinition of learning is as changing of mental representation or associations for long term as a result of experience. Vermunt states four learning styles: meaning-directed, application-directed, reproduction-directed and undirected learning styles. The objective of this study was to explore descriptively how is students’ learning style in the MFAU. The research approach was qualitative method and apply cross sectional studies as well as concern at the descriptive of learning style of four MFAU students. The Vermunt’s ILS questionnaire was administered to the six medical students. Four questionnaires were returned and usable for further analysis. The results of the survey that, firstly, student A adopts unspecific learning process and she is more undirected and reproduction directed type. Secondly, the student B performances more advance at learning activities. Her score is higher at reproduction and application directed type. Thirdly, student C gets higher score at undirected type. Then, student D performs an expert learner due to self-regulation, construction of knowledge and personal interested, but the student is still more undirected type.All in all, it was found some overlapping of learning styles among students surveyed, the means of profile showed the dominant type of learning of each student. The results of the survey should provide advises for students and teachers to improve the learning-teaching process in the MFAU as succinctly presented earlier.Keywords: learning style, ILS, student

Long-Term Results of Radioscapholunate Fusion Following Fractures of the Distal Radius

1997 ◽  
Vol 22 (6) ◽  
pp. 705-710 ◽  
Author(s):  
L. NAGY ◽  
U. BÜCHLER
Keyword(s):  
Long Term Results ◽  
Short Term ◽  
Non Union ◽  
Partial Fusion ◽  
Traumatic Lesions ◽  
Residual Motion ◽  
Radioscapholunate Fusion ◽  
Wrist Fusion

Fifteen patients with radioscapholunate (RSL) fusion for traumatic lesions of the radiocarpal junction, whose short-term results have been previously reported, were reassessed after an average follow-up time of 8 years. Five patients had undergone wrist fusion because of non-union or early progressive arthritis. Of the ten wrists with retained mobility, eight continued to function satisfactorily. Two wrists were painful for reasons other than secondary midcarpal arthritis. Patient satisfaction was comparable in both groups with the wrist score better for wrists with residual motion. The survival of RSL partial wrist fusion corresponded inversely with the number of preceding operations and the range of motion before partial fusion. Secondary midcarpal arthritis, if present, arose early and was well tolerated. Failures were strongly linked to technical mistakes and complications.

Long-Term Deformations of Strengthened Reinforced Concrete Linear Elements

2016 ◽  
Vol 691 ◽  
pp. 51-60 ◽  
Author(s):  
Martin Krizma ◽  
Lubomir Bolha
Keyword(s):  
Reinforced Concrete ◽  
Long Term Results ◽  
Short Term ◽  
Limit States ◽  
Linear Elements ◽  
Repeated Load ◽  
The Moment ◽  
Concrete Elements ◽  
Fiber Fabric

The issue of strengthening the damaged linear reinforced concrete elements have been engaged since 2008. We focused on the analysis of resistance and the characteristics of limit states of serviceability in the damaged and subsequently strengthened elements at a short-term loading. In the introduction phase, the strengthening of the elements was carried out with the following procedures – installation of an overlayer on the coupling board or a combination of the board and use of glass – fiber fabric (GFRP). The strengthening was also affected by the type of contact (reinforced/non-reinforced) – the deformed element/coupling board and its effect on resistance, type of deformation and serviceability. In the non-reinforced contact, we applied some of the types of adjustments to the surface of the strengthened element. At the moment, we are dealing with the effects of time and repeated load on the strengthened elements. The results correspond to the reinforced contact. The values are compared with the short-term results of the strengthened beams and with the long-term results of the beams prepared for strengthening.

scholarly journals A Proposed Model for Detecting Learning Styles Based on Agent Learning

2016 ◽  
Vol 11 (10) ◽  
pp. 65 ◽  
Author(s):  
M S Hasibuan ◽  
L E Nugroho ◽  
P I Santosa ◽  
S S Kusumawardani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Evaluation Model ◽  
Learning System ◽  
Learning Activities ◽  
Instructional Materials ◽  
Data Driven ◽  
Automatic Learning ◽  
Proposed Model ◽  
Agent Learning

A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

scholarly journals The Learning Styles Neuromyth Is Still Thriving in Medical Education

2021 ◽  
Vol 15 ◽  
Author(s):  
Philip M. Newton ◽  
Hannah Farukh Najabat-Lattif ◽  
Gabriella Santiago ◽  
Atharva Salvi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Research Evidence ◽  
Educational Practice ◽  
Health Professions ◽  
Fundamental Principle ◽  
Evidence Based ◽  
Research Papers ◽  
Sensory Preference

Learning Styles theory promises improved academic performance based on the identification of a personal, sensory preference for informational processing. This promise is not supported by evidence, and is in contrast to our current understanding of the neuroscience of learning. Despite this lack of evidence, prior research shows that that belief in the Learning Styles “neuromyth” remains high amongst educators of all levels, around the world. This perspective article is a follow up on prior research aimed at understanding why belief in the neuromyth of Learning Styles remains so high. We evaluated current research papers from the field of health professions education, to characterize the perspective that an educator would be given, should they search for evidence on Learning Styles. As in earlier research on Higher Education, we found that the use of Learning Style frameworks persist in education research for the health professions; 91% of 112 recent research papers published on Learning Styles are based upon the premise that Learning Styles are a useful approach to education. This is in sharp contrast to the fundamental principle of evidence-based practice within these professions. Thus any educator who sought out the research evidence on Learning Styles would be given a consistent but inaccurate endorsement of the value of a teaching technique that is not evidence based, possibly then propagating the belief in Learning Styles. Here we offer perspectives from both research and student about this apparent mismatch between educational practice and clinical practice, along with recommendations and considerations for the future.

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