Learning Style Questionnaire

engaging students effectively in science, technology and engineering

, A topic that is dear to my heart.

Tim Parkinson & his co-authors were keen to get a handle on just how university students make the transition from secondary school to university, and how they become/remain engaged with science during that process. The project’s underlying aims were to:

improve student engagement in the study of science at university; improve the transition from the school learning environment to that of university; identify and promolgate pedagogical ‘best practice’ for science education in the first year at university.

(I know this is nit-picking, but surely the aim was to provide information that will help universities enhance student engagement and transition, using a range of ‘best practice’ options identified during the project. They weren’t looking at whether particular interventions actually had that result.)

In order to know how to make these changes, you really need to know what’s currently happening – and also how lecturers & students percieve what’s happening in their classrooms. We already know (eg Buntting, 2006) that there’s a mismatch between lecturer & student perceptions about prior knowledge, in biology at least, so I think it’s a fairly safe bet that the same mismatch exists around perceptions of teaching quality and engagement. The research team looked at all this using a combination of questionnaires & focus groups, working with secondary school science students (N=421), university students in their first year of a science degree (N=630), school science teachers (N-33) and uni science lecturers (N=69). Each of the four groups in the study answered the same questions, although the wording differed a bit depending on the group. For example,

, 2011; answers were scored on a 5-point Likert scale.)

As you might expect, it turns out that lecturers’ style, personality & enthusiasm had a big impact on students’ engagement with science at university, and on their ability to move smoothly from secondary school to higher-level study. But the lecturers’ abiltiy to present information in contexts that students see as relevant to their own specific interests is also important – not least because this would allow students to fit that information into their own internalised understanding of & knowledge about science (their ’schema’). In addition

… school and university students thought less highly of the abilities of their teacher in [the area of teacher qualities ie things like presentation skills, quality of feedback] than did the teachers and lecturers themselves. For example, university and school learners perceived their lecturers’ qualities to be of a moderate standard, whereas lecturers themselves reported that their own lecturing qualities were of a high standard.

Free Printable Learning Style Questionnaires :: Zaslanmer

 

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Learning Style Questionnaire, Packet of 5

The learning styles questionnaire, 80-item version

Learning styles questionnaire

Learning Styles

This book reveals how to identify, appreciate, and teach to various learning styles.

The importance of learning styles, understanding the implications for learning, course design, and education

Brings together key research and examples for improved learning styles.