Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning-making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by…

Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning:…

This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on…

This article highlights the perspectives of young women who have participated in dance for many years. Their viewpoints reveal the unique multimodal nature of embodied learning; in dance classes, teachers and learners communicate through a variety of modes: visual, auditory, kinesthetic, spatial, musical, tactile, gestural, and linguistic. The…

Three studies investigated the degree to which young children understand that the acquisition of certain types of knowledge depends on the modality of the sensory experience involved. Results suggest that an appreciation of the different types of knowledge our senses can provide develops between the ages of three and five years. (GLR)

Research to date has provided too few answers for vital educational questions concerning teaching children or letting them learn. A basic problem is that experimentation usually begins by accepting conventional assumptions about schooling, ignoring experiments that would entail disturbing the ordering of current educational priorities.…

Discusses the origin and elaboration of the concept of learning styles. Traces the influence of a cognition and learning-centered approach to the psychology of individual development. Argues for an integration of various models into a single learning style. Includes a tabular description of fundamental dimensions of cognitive style. (MJP)

A study examined whether one modality for the act of reading occurred with greater frequency than another among a group of students experiencing difficulty acquiring the skill of reading. A reading style inventory was administered to 40 elementary school students enrolled in a basic skills reading program in Westfield, New Jersey, during the…

A pilot study into adult learners' perceptions of adult learning was undertaken in early 1980 at Adelaide College of the Arts and Education (Australia). The research set out to explore whether there are underlying dimensions which adult learners use in evaluating and comparing learning experiences. Five volunteer subjects completed Kolb's Learning…

This book discusses the experiences of Chinese students and scholars in the United States including their educational backgrounds, their English study and proficiency, and their academic performance, activities, and achievements. It also considers cognitive, learning, and thinking styles of these students and scholars as well as their personal…

Graduate students have long expressed difficulties adapting to different expectations graduate schools place upon them. Foreign students pursuing knowledge in the field of speech communication encounter cultural difficulties. Foreign graduate students are students at risk because they become a central locus for cultural tensions in relation to:…

The growth of interest in personalized learning, which emphasizes the realization and development of the self-concept in the learning process, prompted educators to combine the Jungian psychological theories of Perceiving and Judging with the personality types measured by the Myers-Briggs Type Indicator (MBTI) to form a model for veiwing community…

Presents the results of a study where five-, seven-, and nine-year olds were asked to draw three figures: one standing still and facing them, one standing still in profile, and one running in profile. Half drew from imagination and half drew from models. Discusses the differences between the efforts. (MJP)