Gifted Secondary Students' Preferred Learning Style: Cooperative, Competitive, or Individualistic?

Li, Anita K. F.; Adamson, Georgina

doi:10.1177/016235329201600106

Cited by 39 publications

(37 citation statements)

References 11 publications

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“…However, some researchers have found that cooperative learning may not be suitable for all students (Huber, Sorrentino, Davidson, Epplier, & Roth, 1992;Li & Adamson, 1992), especially gifted students. Li and Adamson (1992) conducted a study on the preferred learning styles of gifted secondary students that involved comparing the cooperative, competitive, and individualistic styles, and they found that the students performed better with the individualistic learning approach than with cooperative learning and that cooperative learning and achievement were not correlated.…”

Section: Classroom Work Stylesmentioning

confidence: 99%

“…Li and Adamson (1992) conducted a study on the preferred learning styles of gifted secondary students that involved comparing the cooperative, competitive, and individualistic styles, and they found that the students performed better with the individualistic learning approach than with cooperative learning and that cooperative learning and achievement were not correlated.…”

Section: Classroom Work Stylesmentioning

confidence: 99%

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A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Chiang¹

2016

ELT

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This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.

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Section: Classroom Work Stylesmentioning

confidence: 99%

Section: Classroom Work Stylesmentioning

confidence: 99%

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Chiang¹

2016

ELT

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“…Although children in this study rated vignettes, which may or may not represent real-life experience, the results offer support for distinguishing between task-oriented and other-referenced competitive beliefs and behaviors (e.g., . Third, the gifted children studied by Li and Adamson (1992) tended to endorse competitive and individualistic learning styles over cooperative ones, suggesting that some degree of competitiveness might maximize the academic performance of gifted pupils. Rimm (1986) maintained that educators and parents should stress the importance of achievement without focusing exclusively on winning.…”

Section: Competition and Gifted Childrenmentioning

confidence: 96%

“…A s argued earlier, gifted children might prefer competitiveness in the classroom because they have fared well in previous competitive situations. Li and Adamson (1992) conducted a study to determine gifted high school seniors' preferred learning style in Science, Math, and English. Ninety-four girls and 75 boys completed the Learning Preference Scale for students, which asks about the preferences one has for a cooperative (e.g., "We get the work done faster if we all work together"), competitive (e.g., "Trying to be better than others makes me work well"), or individualistic (e.g., "I prefer to work by myself so I can go as fast as I like") learning experience.…”

Section: Competition and Gifted Childrenmentioning

confidence: 99%

Competition and the adjustment of gifted children:A matter of motivation

Udvari¹,

Schneider

2000

Roeper Review

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“…Üstün yeteneklilerle yapılan çok az çalışma düşünme şekillerinin belirlenmesi ve geliştirilmesi ile ilgilidir (Kim vd., 2007). Var olan çalışmalar; öğrencilerin düşünme stilleri ya da şekilleri (Grigorenko & Sternberg,1997;Park, Park & Choe, 2005) ve öğrenme biçimlerini ya da stillerini (Chan, 2001;Li & Adamson, 1992;Oakland, Joyce, Horton & Glutting, 2000) tespit etmeye yönelik olarak yapılmıştır. Mevcut literatürde üstün yetenekli öğrencilerin düşünme yolları ve anlama şekillerinin geliştirilmesine yönelik çalışma yok denecek kadar azdır.…”

Section: Egs' Nin öğRetim Ilkeleri Etkileşim Prensibi Gereklilik Preunclassified

Üstün Yetenekli Öğrencilerin Bilimsel Anlama Şekilleri ve Düşünme Yollarına EGS Tabanlı Öğretim Yönergesinin Etkisi

Subaşi¹,

Köse²

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Abstract:The aim in this study; DNR based instruction developed for teaching and learning mathematic both application in science education and development of scientific understanding and ways of thinking of gifted students with this instruction. 3 students diagnosed gifted and enrolled in Cevat Dursunoğlu Science and Art Center are composed of the sample of the study. DBT , semi-structured interviews, voice recordings and individual student reports were used to obtain data. In order to analyze data obtained from the study descriptive analysis of qualitative data analysis methods was used. While fragmented and superficial ways of understanding reach a scientific level after study; ways of thinking to develop from object-oriented to system oriented, common sense constraints to explicit theoretical constraints, one dimensional to multi-dimensional. SummaryPurpose and Significance: Gifted individuals who are quick to grasp new concepts that are abstract and complex for their classmates and possess high concentration (Winebrenner, 2000) power should be trained and assigned in the direction of their talents and interests (Cooper, Baum & Neu, 2004). For this reason, effective teaching methods should be used for these students to think like scientists and to understand the nature of science (Roberts, 2001), and effective problem solving, especially thinking about new problem situations (Watters & Diezmann, 2003), the ability to organize and combine knowledge (Stott & Hobden, 2016). For this purpose, DNR based instruction can be used as a theoretical framework that enables students to develop conceptual knowledge through problem solving (Duffy, 2006). EGS consists of premises, foundational concepts and instructional principles. These premises of Descriptive analysis of qualitative data analysis methods was used in order to examine in depth the data gathered with 3 students' situation determination test (DBT), interviews, individual student reports, voice recordings. In the analysis part of the data the themes were used to reveal the ways of understanding Ursavaş (2014) and Maskiewicsz (2006) for ways of thinking.Results: It was observed that students had fragmanted and superficial ways of understanding in the light of answers obtained from DBT and interviews before the applications. It has been observed that all three students have developed a scientific and deepened ways of understanding after the applications. The ways of thinking which are revealed with the help of the ways of understanding and which have a long process to be changed are very resistant to change and difficult to change (Duffy, 2006;Maskiewicz, 2006). For this reason, the focus has been on developing a specific issue while changing the ways of thinking throughout the application.Prior to the applications, students used the one-dimensional thinking, perception-based constraints and object-oriented thinking while answering questions about the immune system.After the applications, it has been observed that, in general, there is a development from single d...

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Gifted Secondary Students' Preferred Learning Style: Cooperative, Competitive, or Individualistic?

Cited by 39 publications

References 11 publications

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

Competition and the adjustment of gifted children:A matter of motivation

Üstün Yetenekli Öğrencilerin Bilimsel Anlama Şekilleri ve Düşünme Yollarına EGS Tabanlı Öğretim Yönergesinin Etkisi

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