Enhancing eighth grade students' learning of buoyancy: The interaction of teachers' instructional approach and students' learning preference styles

International Journal of Science and Mathematics Education

Volumn 3, Issue 4, 2005, Pages 609-624

  She, Hsiao Ching ^a  

^a NATIONAL CHIAO TUNG UNIVERSITY   (Taiwan)

Author keywords

Instructional approach; Learning preference style; Science concept learning

Indexed keywords

EID: 29644442932     PISSN: 15710068     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10763-004-6113-9     Document Type: Review

References (26)

1. Brook, A., Briggs, H. & Driver, R. (1984). Aspects of secondary students' understanding of the particulate nature of matter. Leeds: Children's learning in science project. Leeds, England: Centre for Studies in Science and Mathematics Education, University of Leeds.
2. Brown, D.E. (1993). Refocusing core intuitions: A concretizing role for analogy in conceptual change. Journal of Research in Science Teaching, 50(10), 1273-1290.
3. Bunderson, C.V. & Olsen, J.B. (1980). A factor analysis of personal profile measures related to cerebral hemisphere specialization. Scientific and Technical Report No. 4: prepare for General Electric, Orem, Utah, Wicat Incorporated Learning Design Laboratories.
4. Bunderson, C.V., Olsen, J.B. & Herrmann, W.E. (1982). A fourfold model of multiple brain dominance and its validation through correlational research. Scientific and Technical Report No. 10: prepare for General Electric. Orem, Utah, Wicat Incorporated Learning Design Laboratories.
5. Chi, M.T.H., Slotta, J.D. & deLeeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
6. Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11, 481-490.
7. Dunn, R. & Dunn, K. (1978). Teaching students through their individual learning styles. Reston, VA: Reston Publishing.
8. Gabel, D.L., Samuel, K.V. & Hunn, D. (1987). Understanding the particulate nature of matter. Journal of Chemical Education, 64(8), 695-697.
9. Hergenhahn, B.R. & Olson, M. (1993). An introduction to theories of learning. Englewood Cliffs, NJ: Prentice Hall.
10. Herrmann, N. (1988). The creative brain. Lake Lure, NC: Brain Books.
11. Hilgersom, V.K. (1987). Celebrating students' diversity through learning styles. OSSC Bulletin, 30(9). Oregon School Study Council, Eugene.
12. Kolb, D.A. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
13. Lumsdaine, E. & Lumsdaine, M. (1995). Creative problem solving. New York: McGraw-Hill.
14. McCarthy, B. (1990). Using the 4MAT system to bring learning styles tos chools. Educational Leadership, 48(2), 31-37.
15. Murray, T., Schultz, K., Brown, D. & Clement, J. (1990). An analogy-based computer tutor for remediating physics misconceptions. Interactive Learning Environments, 1, 79-101.
16. Olsen, J.B. & Bunderson, C.V. (1980). Toward the development of a learner profile battery: Theory and research. Scientific and Technical Report No. 2: prepare for General Electric, Orem, Utah, WICAT Incorporated Learning Design Laboratories.
17. Osborne, R. & Freyberg, P. (1985). Learning in science: The implication of children's science. Auckland: Heinemann.
18. Packer, J. & Bain, J.D. (1978). Cognitive style and teacher-student compatibility. Journal of Educational Psychology, 70, 864-871.
19. Renninger, K.A. & Snyder, S.S. (1983). Effects of cognitive style on perceived satisfaction and performance among students and teachers. Journal of Educational Psychology, 75(5), 668-676.
20. She, H.C. (2002). Concepts of higher hierarchical level required more dual situational learning events for conceptual change: A study of students' conceptual changes on air pressure and buoyancy. International Journal of Science Education, 24(9), 981-996.
21. She, H.C. (2003). DSLM instructional approach to conceptual change involving thermal expansion. Research in Science and Technological Education, 21(1), 43-54.
22. She, H.C. (2004). Fostering "Radical" conceptual change through Dual Situated Learning Model. Journal of Research in Science Teaching, 41(2), 142-164.
23. She, H.C. (in press). Facilitating changes in ninth grade students' understanding of dissolution and diffusion through DSLM instruction. Research in Science Education.
24. Sternberg, R.J. (1997). Thinking styles. New York: Cambridge University Press.
25. Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press.
26. Wilkerson, R.M. & White, K.P. (1988). Effects of the 4MAT system of instruction on students' achievement, retention, and attitudes. Elementary School Journal, 88(4), 357-368.