Literaturnachweis - Detailanzeige
| Autor/in | Berthelot, Ronald J. |
|---|---|
| Institution | Pensacola Junior Coll., FL. |
| Titel | Learning Styles of Females and Implications for Vocational-Technical Education: A Review of the Literature. Final Report from July 1, 1981 to June 30, 1982. |
| Quelle | (1982), (19 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Career Choice; Cognitive Style; Comparative Analysis; Females; Literature Reviews; Nontraditional Occupations; Postsecondary Education; Sex Differences; Teaching Styles; Vocational Education |
| Abstract | Literature on female learning styles was reviewed to suggest implications for traditionally male vocational-technical education programs. The study focused on comparing and contrasting cognitive styles, a learning style dimension, between females and males. The field-dependent/independent distinction was found to be important for traditionally male programs or courses. (Field independents have the ability to separate parts from the field while field dependents perceive the field holistically as a unit.) Previous research showed that field-dependents tend to select people-oriented professions and that field-independents are in more impersonal, often more technical professions. Females tend to be slightly more field-dependent than males. Study findings were that (1) learner career choices are influenced by learning styles, course experiences, and teachers; (2) a link exists between how teachers learn and teach; and (3) students learn best when teaching styles are matched to student learning styles. Implications for vocational-technical education included varied teaching methods to accommodate learning-style differences and varied content, method, and delivery of workshop presentations to attract women to nontraditional programs. Hypotheses for additional research were also suggested. (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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