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A comparative study about learning s...

Kutay, Huban.

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A comparative study about learning styles preferences of two cultures.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparative study about learning styles preferences of two cultures./
作者:	Kutay, Huban.
面頁冊數:	142 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1685.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217365
ISBN:	9780542669545

A comparative study about learning styles preferences of two cultures.
Kutay, Huban.

A comparative study about learning styles preferences of two cultures. - 142 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1685.

Thesis (Ph.D.)--The Ohio State University, 2006.

From an anthropologist's (Maddock, 1981) point of view, "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and educational considerations concerning science must be made in the light of this wider perspective" (p.10). In addition, Spindler (1987) states that teaching science is considered cultural transmission while, Wolcott (1991) focuses on learning science as culture acquisition. In these statements, culture is defined as "an ordered system of meaning and symbols, in terms of which social interaction takes place" (Geertz, 1973). Thus, learning and culture are a partnership.

ISBN: 9780542669545Subjects--Topical Terms:

1017897
Education, Sciences.

A comparative study about learning styles preferences of two cultures.
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245 1 2 $a A comparative study about learning styles preferences of two cultures.
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1685.
500 $a Adviser: Barbara S. Thomson.
502 $a Thesis (Ph.D.)--The Ohio State University, 2006.
520 $a From an anthropologist's (Maddock, 1981) point of view, "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and educational considerations concerning science must be made in the light of this wider perspective" (p.10). In addition, Spindler (1987) states that teaching science is considered cultural transmission while, Wolcott (1991) focuses on learning science as culture acquisition. In these statements, culture is defined as "an ordered system of meaning and symbols, in terms of which social interaction takes place" (Geertz, 1973). Thus, learning and culture are a partnership.
520 $a Jones and Fennimore (1990) state: "Every culture brings habits of thought, resources, and context, which have built into them vehicles that promote learning and inquiry. Accordingly, children of any culture can and should have curriculum and instructional practices that draw from that culture." (p.16). Unfortunately, even though this statement is probably accurate, most schools still use the same curriculum, instructional methods, and assessment strategies for all students regardless of their differences in learning styles.
520 $a The purpose of this study is to identify the relationship between students' learning styles and their culture. This is a correlational study. Does culture limit or expand the learning of individuals? For this study Turkish students who graduated from a Turkish high school and undertook undergraduate education in the United States or finished their undergraduate education in Turkey and pursued graduate education in the United States were identified. These Turkish subjects were compared to American college students through learning styles data and anxiety levels as cultural markers.
520 $a To identify individuals' learning styles we used the Building Excellence (BE) instrument, which is an adult version of The Learning Style Inventory by Dunn, and Rundle (1996.1997, 1998, 1999, and 2000). BE assesses twenty four elements covering each person's perceptual, psychological, environmental, physiological, emotional, and sociological processing preferences and analyzes the learning conditions for students' individual preferences in these six areas. All of these variables can effect one's learning style preferences. Each subject rates 118 items on a five-point scale from strongly disagree to strongly agree. A two-sample t test was used to identify the differences between Turkish and American students by means of their learning style preferences and social anxiety levels.
520 $a The sample consisted of 67% males and 33% female. The age of the subjects was relatively young as we expected; 51% of them 25 years old and under and 46% of them were between the ages of 26 and 35. In terms of academic major areas 38% of the students were from the basic science areas such as chemistry, biology, physics, and science education with a B.S. degree or pursuing a B.S. degree in one of the science areas mentioned previously. The second most prevalent major category was engineering with 35% of the subject.
520 $a Out of a total of twenty-four elements, eight were identified as being different in these groups. These differences were mostly in the physiological and environmental stimulus that can be explained as cultural habits or practices.
590 $a School code: 0168.
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