Connections between Modes of Thinking and Learning Approaches: Implications for Education and Research

Autor/in	Önen, Emine
Titel	Connections between Modes of Thinking and Learning Approaches: Implications for Education and Research
Quelle	In: Journal of Education and Learning, 4 (2015) 1, S.84-96 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; High School Students; Questionnaires; Path Analysis; Cognitive Style; Learning Strategies; Holistic Approach; Models; Learning Processes; College Students; Grade 9; Grade 11; Grade 10; Measures (Individuals); Reliability; Psychometrics; Turkey (Ankara); Study Process Questionnaire + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Pfadanalyse; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Holistischer Ansatz; Analogiemodell; Learning process; Lernprozess; Collegestudent; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Messdaten; Reliabilität; Psychometry; Psychometrie
Abstract	This study aimed to examine connections between modes of thinking and approaches to learning. Participants were 1490 students attending to 9 high schools located in Ankara. The Style of Learning and Thinking-Youth Form and Revised Version of Learning Process Questionnaire were administered to these students. The connections between modes of thinking and approaches to learning were examined by path analysis. Results of the path analysis revealed that holistic and integrative thinking modes positively contributed to the deep strategy while the integrative thinking mode positively contributed to the deep motive and the surface strategy. These findings are consistent with the theoretical model. However, inconsistent with the theoretical model, the analytic thinking mode negatively contributed to the surface approach and the holistic thinking mode negatively contributed to the deep approach to learning. How educators could benefit from these findings to enhance the quality of learning outcomes is discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01