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Learning styles and pedagogy in post 16 learning phần 2

Một số mô hình chúng ta đã xem xét, chẳng hạn như Dunn và Dunn mô hình học tập phong cách, kết hợp các phẩm chất mà các tác giả tin là hiến pháp cố định với các đặc điểm được mở để thay đổi môi trường tương đối dễ dàng. | LSRC reference Section 2 page 10 11 Some of the models we have reviewed such as the Dunn and Dunn learning styles model combine qualities which the authors believe to be constitutionally fixed with characteristics that are open to relatively easy environmental modification. Others such as those by Vermunt 1998 and Entwistle 1998 combine relatively stable cognitive styles with strategies and processes that can be modified by teachers the design of the curriculum assessment and the ethos of the course and institution. The reason for choosing to present the models we reviewed in a continuum is because we are not aiming to create a coherent model of learning that sets out to reflect the complexity of the field. Instead the continuum is a simple way of organising the different models according to some overarching ideas behind them. It therefore aims to capture the extent to which the authors of the model claim that styles are constitutionally based and relatively fixed or believe that they are more flexible and open to change see Figure 4 . We have assigned particular models of learning styles to what we call families . This enables us to impose some order on a field of 71 apparently separate approaches. However like any theoretical framework it is not perfect and some models are difficult to place because the distinction between constitutionally-based preferences or styles and those that are amenable to change is not always clear-cut. We list all 71 in the database we have created for this review see Appendix 1 . The continuum was constructed by drawing on the classification of learning styles by Curry 1991 . We also drew on advice for this project from Entwistle 2002 and analyses and overviews by key figures in the learning styles field Claxton and Ralston 1978 De Bello 1990 Riding and Cheema 1991 Bokoros Goldstein and Sweeney 1992 Chevrier et al. 2000 Sternberg and Grigorenko 2001 . Although the groupings of the families are necessarily arbitrary they attempt to .