Enhanching Eighth Grade Students' Learning of Buoyancy : The Interaction of Teachers' Learning Preference Styles  

Oleh:

She, Hsiao-Ching

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Science and Mathematics Education vol. 3 no. 4 (2005), page 609-624.
Topik: STUDENTS; science concept learning; instructional approach; learning preference style

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: II21.4 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This study investigates the potential of enhancing students' learning of difficult science concepts by exploring the interaction between teachers' four different instructional approaches and students' four different learning preference styles. Students' immediate performance and their retention for learning of buoyancy concepts serve to examine the effects, using the concept of “buoyancy,” which has been classified as a difficult concept because it is at a higher hierarchical level and involves the understanding of both matter and process. Results indicate that students' post-test scores were significantly affected by both the types of instruction and students' learning preference styles; while students' retention test scores were significantly affected by the types of instructions. Moreover, this study does not support that matching teaching style with students' learning preference would make students' learning more effective. Nevertheless, because procedural learning preference styles (QB - learning preference) students performed better on the retention test than other learning preference styles students, it indicates the possibility that procedural learners are more efficient than others for learning such higher hierarchical and difficult concepts, regardless of the types of instruction students receive.

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