The effect of matching and mismatching cognitive style and science instruction

Conwell, Catherine R.; Helgeson, Stanley L.; Wachowiak, Dale

doi:10.1002/tea.3660240805

Cited by 9 publications

(8 citation statements)

References 6 publications

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“…Shaw and Marlow (1999) found students' learning styles influence their attitude toward the course. While Conwell et al (1987) distinguish students' cognitive styles as intuitive thinking style verses sensing feeling style. They found out there is no significant difference between students' achievement regardless of the match or mismatch between their cognitive learning styles and the teaching strategies employed.…”

Section: Students' Learning Style and Science Learningmentioning

confidence: 99%

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

Tuan

Chin

Tsai

et al. 2005

Int J Sci Math Educ

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The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p < .001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p < .005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning.

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Section: Students' Learning Style and Science Learningmentioning

confidence: 99%

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

Tuan

Chin

Tsai

et al. 2005

Int J Sci Math Educ

View full text Add to dashboard Cite

show abstract

“…The problem one confronts in the implementation of alternative teaching models and strategies (as obligated by the new goals) is that they are in dissonance with the already established cognitive (Conwell, Helgeson, & Wachowiak, 1987) and affective styles of most students in the existing educational system. This also applies to teachers and students in science teacher training programs.…”

Section: Introductionmentioning

confidence: 99%

“…This also applies to teachers and students in science teacher training programs. Previous studies in the area suggest that (a) there is no significant difference between students' achievement in knowledge regardless of the match or mismatch between their cognitive learning styles and the teaching strategies employed (Conwell et al, 1987); (b) cognitive styles of students may affect their reactions to certain specific learning activities (Conwell et al, 1987); (c) already experienced teachers who are exposed to in-service programs of process-approach science teaching prefer this approach to traditional science teaching (Kyle, Bonstetter, & Godsden, 1988); (d) although students' achievements can be improved when teachers address the learning styles of students, it is important to apply the guided mismatch so that learners strengthen their abilities in their nonpreferred style areas (Kuerbis, 1987); and (e) students' achievements are influenced by dynamic interactions within the classroom between certain personality characteristics and a matching type of classroom climate (Haukoos & Penick, 1987).…”

Section: Introductionmentioning

confidence: 99%

“…The three courses described above-within which the IEE strategic model was applied in different modes (take-home IEE, class-forum IEE, etc. )-served as case studies for a class-based pilot investigation aimed at gaining a deeper insight into some of the issues involved in introducing nontraditional teaching strategies (open-ended, divergent, higher-level cognitive learning, problem-solving , decision-making , and evaluative-thinking oriented) that are in dissonance with the cognitive and affective styles of most high school and college students and prospective and practicing science teachers (Tobin, 1987;Conwell et al, 1987). A probe into this dissonance issue could be obtained by attempting to answer such questions as the following: 1.…”

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confidence: 99%

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Teaching/learning styles, performance, and students' teaching evaluation in S/T/E/S‐focused science teacher education: A quasiquantitative probe of a case study

Toller

1991

J Res Sci Teach

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In response to the new needs for S/T/E/S‐literate science teachers, an S/T/E/S‐oriented ISMMC‐IEE combination model of instruction was implemented in two specially designed undergraduate courses and one graduate course within college science teacher training programs. These three courses served as case studies for class‐based, quasiquantitative pilot investigation aimed at gaining a deeper insight into some of the issues involved in the implementation in college of nontraditional, open‐ended, problem‐solving‐oriented teaching strategies which are in dissonance with the cognitive or affective styles and functional paradigms of most students. This probe into the dissonance issue revealed that prospective teachers are capable of handling the new instructional model and do gain in their higher‐level cognitive learning. However, undergraduates perceive these courses to be either difficult or not in accord with their needs, and their appreciation of the instructional techniques and style employed is different from that of graduate students accordingly. The current study suggests that although the ISMMC‐IEE model is useful in S/T/E/S‐oriented courses in science teacher training programs, special attention to the implementation stage is required to close the gap between students' and S/T/E/S educators' functional paradigms.

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“…When grouped according to major, elementary education majors are somewhat homogeneous, with regard to MBTI type, with approximately half ofthe students being ofthe SF function combination (Boersma, et aI., 1990;Conwell, Helgeson, & Wachowiak, 1987).…”

Section: Introductionmentioning

confidence: 99%

Matching and mismatching preservice teachers' learning styles: Keys to educating for individual differences

Lennon

Melear

1994

J Elem Sci Edu

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Learning styles of elementary education majors in biology (n=83), measured by the Myers-Briggs Type Indicator (MBTI), were compared to learning styles ofstudents (n=673) in a general non-majors biology course. Recommendationsfor coursesfor elementary education majors were made, which included incorporating student-led demonstrations and presentations, a study schedule, instruction with personal involvement, television, films and audiovisuals. A program which taught psychological (MBTI) type theory and matched and mismatched students' learning styles was incorporated into a biology course for elementary education majors to educate them in individual differences. Theprogram facilitated an increase in the students' decided dominant MBTIfunction scores

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The effect of matching and mismatching cognitive style and science instruction

Cited by 9 publications

References 6 publications

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

Teaching/learning styles, performance, and students' teaching evaluation in S/T/E/S‐focused science teacher education: A quasiquantitative probe of a case study

Matching and mismatching preservice teachers' learning styles: Keys to educating for individual differences

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