Individual differences that affect the way students approach learning

作者: Ronald R. Schmeck , Elke Geisler-Brenstein

DOI: 10.1016/1041-6080(89)90011-3

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摘要: Abstract Research conducted in several different countries from methodological and philosophical perspectives has revealed important qualitative as well quantitative differences cognitive functioning that affect student learning. We explore three major dimensions: Global versus Analytic, Concrete-Episodic Abstract-Semantic, Deep Shallow. While the first two dichotomies can be seen value-free continue, third implies developmental directionality aiming toward an integrated, meaning-oriented makes use of all four other modes information processing versatile alternation. Work related to Inventory Learning Processes is presented example research area. Adopting interactionist perspective, we origins styles or approaches terms situational contingencies personality characteristics. discuss how perception motivation interact shape experience. argue influence environment mediated by a student's inherent perceptual biases thus resulting interpretations reality, which subsequently become part identity. recommend teachers encourage reflection promote integration identity providing warm accepting classroom climate.

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