tailieunhanh - Learning styles and pedagogy in post 16 learning phần 8

Ông phát hiện ra rằng giám đốc điều hành nói chung mạnh nhất trong góc phần tư của thử nghiệm 'D', đặc biệt là ở Australia, nơi mà các khía cạnh conceptualising và sáng tạo đã được xếp hạng cao và giảng dạy và đào tạo có giá trị cao hơn những nơi khác. Mẫu Anh xếp hạng conceptualising, khía cạnh sáng tạo, các khía cạnh tiếp và bằng văn bản thấp hơn nhiều so với của họ tại Mỹ | Yet even among critics of research on learning styles there is a tendency to write as if there was only one monolithic movement which was united in its thinking in contradistinction this review has presented a wide spectrum of theoretical and practical positions on a continuum consisting of five main families or schools of thought see Figure 4 Section 2 . Bloomer and Hodkinson 2000 584 for instance argue that this literature proposes that learners possess relatively fixed preferences and capacities for learning and it seldom explores the extent to which and the conditions under which preferences change . This criticism applies only to those theorists who emphasise deep-seated personal traits at the extreme left-hand side of the continuum but is not relevant to the clear majority of learning style theorists who are concerned to improve styles of both learning and teaching. Bloomer and Hodkinson are simply wrong in claiming that most theorists treat learning styles as fixed. Bloomer and Hodkinson 2000 make however a more serious criticism of the learning styles literature to the effect that even if they are prepared to accept that learning styles exist they constitute only a minor part of individual dispositions which influence the reactions of learners to their learning opportunities which include the teaching style of their teachers. Are these dispositions anything more than Entwistle s 1998 orientations and approaches to learning or are they a broader concept To Bloomer and Hodkinson dispositions are both psychological and social by the latter term they mean that dispositions are constructed by the contexts in which people live and are not simply personal reactions to those contexts. Moreover these dispositions are said to be wide-ranging in coverage interrelated in scope and help to explain the strong reactions which many students have to the culture of different educational institutions. See Ball Reay and David 2002 for more research on this issue. Dispositions