Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science

Autor/inn/en	Park, Jiyeon; Jeon, Dongryul
Titel	Correlation of Students' Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 5, S.1141-1149 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Brain; Correlation; Science Instruction; Scientific Concepts; Questionnaires; Science Tests; Empathy; Knowledge Level; Student Motivation; Learning Strategies; Foreign Countries; Middle School Students; Learning Processes; South Korea + Suchen Sie Ihr Suchwort? Gehirn; Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Empathie; Wissensbasis; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning process; Lernprozess; Korea; Republik
Abstract	The systemizing and empathizing brain type represent two contrasted students' characteristics. The present study investigated differences in the conceptions and approaches to learning science between the systemizing and empathizing brain type students. The instruments are questionnaires on the systematizing and empathizing, questionnaires on the conceptions of learning science and questionnaires on the approaches to learning science. The data showed that the conception of learning science as taking tests was negatively correlated with the systemizing but not correlated with the empathizing. However, the conception of learning science as increasing knowledge and understanding was more positively correlated with the empathizing. The deep motive and strategy were more positively related with the systemizing than the empathizing, while the latter was more negatively correlated with the surface strategy. Our study suggests that while students with high systemizing are more motivated to learn science the ability to empathize is also important for successful science study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01