ERIC Number: EJ1011739
Record Type: Journal
Publication Date: 2013-May
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: N/A
Available Date: N/A
Using Learning Preferences to Direct Teaching and Balance Academic Performance
Kelly, Martin G.
Journal of College Science Teaching, v42 n5 p20-28 May 2013
The Index of Learning Styles (ILS) generates reliable data. Its ability to
characterize learning preference has been validated. However, the ILS
has had very limited application in biology education. In 2009, students in
an introductory biology laboratory completed the ILS. Overall academic
performance (2009) was negatively associated with learning preference in
two ways. As student preference to perceive information intuitively increased, the overall lab grade tended to decrease. Similarly, as student preference to understand information globally increased, the overall lab grade tended to decrease. To promote better academic performance by Intuitive and Global students, all students (2010) completed two mini-journal activities. The mini-journal approach to student laboratories models how scientists work: Students read a mini-journal article as the relevant literature, identify followup questions, design a simple experiment to answer one question, collect and interpret data, and present their work in the form of a scientific paper. In 2010, the negative associations between overall lab grades and student preferences to perceive information intuitively or to understand information globally were absent. (Contains 1 table and 4 figures.)
Descriptors: Biology, Introductory Courses, Preferences, Cognitive Style, Science Laboratories, Laboratory Experiments, Academic Achievement, Achievement Gains, Science Course Improvement Projects, Intervention, Learning Strategies, Student Improvement, Instructional Innovation, Teaching Methods, Undergraduate Students, Online Surveys, Correlation
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A
Author Affiliations: N/A