Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Oshra Aloni, Michal Zion, Ornit Spektor-Levy
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Abstract

Students’ individual characteristics influence the effectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientific knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientific Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a significant preference for learning via visual and sensorimotor means. Girls significantly preferred learning preferences via visuals and agency support. A significant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientific knowledge and skills. Hierarchical regression analysis showed a significant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientific knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our findings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.

学生的声音--学习偏好、性别、学习障碍与科学学习成绩之间的动态互动
学生的个性特征影响着教学和学习的效果,进而影响着学习的深度。本研究通过视觉、听觉、感觉运动和机构支持四种模式,提出了中学生对科学学习偏好的看法。我们研究了学生的科学学习偏好与他们的三个个人特征(性别、是否有学习障碍以及科学知识和技能水平)之间的关系。这项研究涵盖了 305 名学生(166 名女生),采用了两种调查问卷的定量方法:科学知识与技能和学习偏好。方差分析和多元回归显示,参与者偏好所有四种学习方式,其中明显偏好通过视觉和感觉运动方式学习。女生明显偏好通过视觉和机构支持进行学习。通过听觉学习科学的偏好程度与学生的科学知识和技能水平之间存在明显的相关性。层次回归分析表明,性别和通过听觉学习科学的偏好对学生的科学知识和技能水平有明显的正向影响,但学习障碍对学生的科学知识和技能水平没有影响。研究结果表明,针对学生的多样性和学习偏好实施多元教学策略非常重要。我们的研究结果强调,教育工作者和政策制定者在努力缩小差距、实现学生之间的平等、提高学生的科学知识和技能时,需要关注学生的声音。
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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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