Search results for: Cognitive styles
Page 2/2 15 items
Developing Effective Teacher Beliefs about Learners: The Role of Sensitizing Teachers to Individual Learning Differences
The present study concerns the development of teachers’ beliefs about students as a result of a professional development (PD) course. The PD course sensitized 234 teachers to individual learning differences (ILDs), based on style strategy. Five learning/cognitive styles tools were used. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. The authors conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.
Updated: May. 30, 2010
In this article, the authors address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results.
Updated: Jul. 20, 2009
In this paper, the authors describe a small in-depth study, in which they attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or nonoccurrence of such congruent teaching. To do so, the authors organized a workshop on the subject. The authors found that a particularly important aspect of congruent teaching, i.e. the teacher educators’ ability to link their own teaching to theory, had improved.
Updated: Feb. 17, 2009
The present study aimed to examine pre-service and in-service teachers' metacognitive knowledge about the frequency, efficacy, and facility of applying different problem-solving strategies in different kind of problems. This study based on the methodology presented in the research of Antonietti, A., Ignazi, S., & Perego, P. (2000). A sample of 338 in-service teachers (172) and pre-service teachers (166) participated in the study. The results are in accordance with Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods.
Updated: Jan. 07, 2009
Effect of Problem Solving Support and Cognitive Styles on Idea Generation: Implications for Technology-Enhanced Learning
This study investigated the effect of two problem-solving techniques: (a) free-association with a direct reference to the problem, called shortly direct, and (b) free-association with a remote and postponed reference to the problem, called remote, on fluency and originality of ideas in solving ill-structured problems. The research design controlled for possible effects of cognitive style for problem-solving—adaptor versus innovator.
Updated: Feb. 10, 2008