Science Courses and Learning Styles

Amy TowersEDTP 600

September 26, 2013

Science Mythbusters

Fact Most teachers teach they way

they were taught (Felder, 1993). Most teachers favor their own

learning style (1993). Visual, active, sensing, inductive,

and global learners rarely get their educational needs met in a science course (1993).

When teachers and students learning styles are matched students get better grades and develop an interest in the subject (1993).

Myth All learning styles are addressed

in a science course, from lecture and lab (1993).

This is not true. Most labs are exercises that only hit on small portions of concepts from lecture. Not much insight or skill development.

SolutionTeachers must modify their

teaching style to accommodate ALL learning styles of the

students in their class (1993).

Hitting on a students learning style will keep their interest and

help to build their learning.

These changes will promote a positive attitude and effective

learning in science.

Retrieved September 25, 2013 from: http://tccl.rit.albany.edu/knilt/index.php/Incorporating_Problem_Based_Learning_Using_the_Scientific_Method

What it looks like in the science class…

Have a balance of concrete information and conceptual information.

Visuals (graphs, demos, diagrams) in addition to oral and written explanation.

Give the experimental observations BEFORE presenting the general principles (have the students work backwards trying to figure out the principles).

Provide time in class for students to think about what is being taught and to actively participate.

Require cooperative homework. Get feedback from students (they know their learning styles and

are eager to share ways to best help them learn.

ReferencesFelder, Richard. (1993). Reaching the second teir: learning and teaching styles in college science education. J. College Science Teaching. 23(5), 286-200. Retrieved from www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Secondtier.html