Learning strategies and learning styles used by students in social studies

Kafadar, Tuğba; Tay, Bayram

doi:10.7813/2075-4124.2014/6-2/b.39

Cited by 8 publications

(6 citation statements)

References 23 publications

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“…Learning strategies are the total effort that students need to process, understand, and adopt the information introduced in learning-teaching processes or their proper preparation [12]. In other words, we need certain information in cognitive and affective processes [13]. As it is understood from definitions, learning strategies include more than one activity.…”

Section: Introductionmentioning

confidence: 99%

The Use of Metacognitive Strategies in EFL Reading Comprehension

Annury¹,

Mujiyanto²,

Saleh³

et al. 2019

Proceedings of the First International Conference on Administration Science (ICAS 2019)

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The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring ELT students, Faculty Education, and Teacher Training UIN Walisongo Semarang. There is only one class which administered to this study. It consists of fortythree students; ten male and there are thirty-three female ones. First of all, metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In other words, metacognitive strategies are steps take for improving their language performances. Based on the MARSI (Metacognitive Awareness of Reading Inventory) questionnaire, three categories are being scored in metacognitive strategies. They are global reading strategies, problem-solving strategies, and support reading strategies. The result shows that academic learners mostly apply problem-solving strategies, followed by global reading strategies, and support reading strategies.

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Section: Introductionmentioning

confidence: 99%

The Use of Metacognitive Strategies in EFL Reading Comprehension

Annury¹,

Mujiyanto²,

Saleh³

et al. 2019

Proceedings of the First International Conference on Administration Science (ICAS 2019)

View full text Add to dashboard Cite

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“…Hence the more compatible the learning style of the learner and the teaching style of the teacher, the better acquisition of knowledge. However, Kafadar and Tay [35] in a study on learning strategies and learning styles used by students in social studies asserted that learners perceive social studies as dull, boring, and not relevant to daily life. This could imply that the gap between the learning style and active experimentation stems from the instructional methods adopted.…”

Section: Active Experimentation and Social Studies Curriculummentioning

confidence: 99%

Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

Lilian

Amollo

2023

AJESS

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Experiential learning model (ELM) is characterized as a four-stage cyclical process of concrete experiences, reflective observation, abstract conceptualization, and active experimentation for driving learning into practice. The four-stage cycle of ELM creates an immediate experience providing opportunities for learners to develop knowledge, skills, and values from direct experience as the foundation for observations and reflections. The observations and reflections are assimilated and refined into abstract concepts producing new implications for actions which when tested effectively, create new experiences for learners from formative years through their lifetime. Through experiential learning, a variety of concepts integrates from extremely theoretical ones to the simplicity of learning by doing for accelerated learning. Since ELM is a four-stage cycle, the learning styles of each individual are components of the four fundamental learning models. In instances where appropriate learning styles are adopted, concrete experiences with abstract concepts are developed for learners to experience an enthusiasm for continued learning. However, a mismatch between teaching and learning styles may lead to detrimental effects on the acquisition of new knowledge. The purpose of this review was to analyze the available literature on ELM to identify its usefulness, strength, weaknesses, and implications for teaching and learning pre-primary social studies. Data were sourced through primary and secondary sources. Secondary data were sourced from journal articles, research projects, texts, internet searches, and libraries. Experiential learning models are founded on the concept that an individual's experiences play an essential role in learning and appreciation of new knowledge. The review established that experiential learning practices aid in developing learners’ preferred learning styles which in turn strengthen the acquisition of new knowledge by doing, discovering, reflecting, and applying. For effective teaching and learning to take place, the review recommends curriculum developers incorporate the use of experiential learning style models in teaching pre-primary social studies curriculum (SSC).

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“…Learning styles can be described as the way students begin to concentrate on, process, internalize, and remember new and difficult academic information (Tulbure, 2012). Learning styles show difference from individual to another, and they are the preferences of the individual in information acquisition process (Kafadar, 2013) Critical thinking in nursing is skill and ability to use of risk taking creativity to make a decision and knowledge as a result, analysis and synthesis that, evaluation, to acquire, information search, to develop thinking, as an individual aware of his own thinking. Nursing students are visual barriers critical thinking, often react without thinking, cause and effect relationship does not install, perception difficulties, not being flexible, as a waste of time to think.…”

Section: Introductionmentioning

confidence: 99%

Implementing Different Learning Strategies: It’s Effect on Nurse Students Critical Thinking Dispositions

Bardeny

Adam

Hassan

2023

Egyptian Journal of Health Care

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Background: Interactive approach during the lecturing method encourages students' CTDs, during the interactive lecture a combination of educational methods are used. Aim of the study: determine the effect of implementing different learning strategies on developing nursing students' critical thinking disposition. Design: experimental research design, (Experimental and control group). Setting: Technical institute of nursing that affiliated to Tanta University. Subjects: 252 nursing students divided into two main equal groups one as experimental and second for control group, each group contained (126) nursing students. Tools of data collection: Critical Thinking Knowledge Questionnaire sheet, and California Critical Thinking Disposition Inventory (CCTDI). Results: At pre implementing different learning strategies phase minority of nursing students in both groups had satisfactory level in total critical thinking knowledge level and critical thinking disposition, with no statistically significant difference between both groups in this phase. Moreover, as observed the level of critical thinking knowledge and critical thinking disposition was improved markedly among interactive learning group, with highly statistically significant difference between both groups throughout learning strategies phases. Conclusion: The level of total critical thinking knowledge level and critical thinking disposition was improved markedly among interactive learning group compared to control group, with highly statistically significant difference between both groups throughout learning strategies. Recommendations: Nursing Educators must implement a variety of strategies to foster CTS and CTD; training and educational opportunities about critical thinking should be conducted.

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Learning strategies and learning styles used by students in social studies

Cited by 8 publications

References 23 publications

The Use of Metacognitive Strategies in EFL Reading Comprehension

The Use of Metacognitive Strategies in EFL Reading Comprehension

Experiential Learning Style Models on Implementation of Pre-Primary School Social Studies Curriculum: Systematic Review of Related Literature

Implementing Different Learning Strategies: It’s Effect on Nurse Students Critical Thinking Dispositions

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