A Study of Learning Styles. Research Bulletin 72.

Autor/inn/en	Leino, Anna-Liisa; und weitere
Institution	Helsinki Univ. (Finland). Dept. of Education.
Titel	A Study of Learning Styles. Research Bulletin 72.
Quelle	(1989), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	951-45-5076-5
Schlagwörter	Analysis of Variance; Cognitive Style; Cognitive Tests; Educational Research; Evaluation Methods; Foreign Countries; Grade 9; Junior High Schools; Learning Disabilities; Learning Strategies; Preservice Teacher Education; Finland; Learning Style Profile (NASSP) + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Kognitiver Fähigkeitstest; Bildungsforschung; Pädagogische Forschung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarstufe I; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehramtsstudiengang; Lehrerausbildung; Finnland
Abstract	A study was conducted to help clarify the definitions and mutual relationships of cognitive styles and learning styles and to find a feasible instrument to be used for diagnostic purposes to help students with learning difficulties. Subjects, 81 ninth-grade suburban Finnish comprehensive school students in five classrooms, were given the Knowledge Accessing Modes Inventory (KAMI) and the Learning Style Profile (LSP). The relationships between subscales of the instruments and between styles profile and school achievement were analyzed. Results indicated that (1) hardly any subject-related differences could be discovered between the LSP and school achievement; and (2) the Cognitive Style profile subscale of the LSP correlated highly with school achievement, but that only a few subscales of other sectors of the LSP did the same. Findings suggest that parts of the LSP can be used by teachers to help identify students with learning difficulties and that the LSP can be used in preservice teacher education to familiarize students with the controversy over learning styles. (Four figures and six tables of data are included; seven pages of references and a complete list of earlier research bulletins are attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC