Literaturnachweis - Detailanzeige
Autor/inn/en | Dyer, James E.; Osborne, Edward W. |
---|---|
Titel | Effects of Student Learning Styles on Short and Long Term Retention of Subject Matter Using Various Teaching Approaches. |
Quelle | In: Journal of Agricultural Education, 40 (1999) 2, S.11-18 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1042-0541 |
Schlagwörter | Agricultural Education; Cognitive Style; Field Dependence Independence; High Schools; Instructional Effectiveness; Problem Solving; Retention (Psychology); Teaching Methods |
Abstract | High school agriculture students were taught using either a problem-solving (n=60) or subject-matter (n=52) approach. There were no differences in short- or long-term retention using either method across different learning styles. A moderate correlation was found between field independence and higher normal curve equivalent scores. (SK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |