Cognitive Style [electronic resource] : A Science to Influence the Policy of Individualizing Instruction / Thomas E. Griffin.
If a community college is truly committed to the ideal of individualized learning, it must make a concerted effort to discern the learning style preferences of each student. This document demonstrates that the conceptual framework for such discernment exists in the theory of Educational Sciences, cr...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
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| Subjects: |
MARC
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| 100 | 1 | |a Griffin, Thomas E. | |
| 245 | 1 | 0 | |a Cognitive Style |h [electronic resource] : |b A Science to Influence the Policy of Individualizing Instruction / |c Thomas E. Griffin. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1974. | ||
| 300 | |a 37 p. | ||
| 500 | |a ERIC Document Number: ED104449. | ||
| 500 | |a ERIC Note: Practicum presented to Nova University in partial fulfillment of the requirements for the Doctor of Education degree. For related documents see JC 750 199 and 202. |5 ericd. | ||
| 500 | |a Educational level discussed: Two Year Colleges. | ||
| 520 | |a If a community college is truly committed to the ideal of individualized learning, it must make a concerted effort to discern the learning style preferences of each student. This document demonstrates that the conceptual framework for such discernment exists in the theory of Educational Sciences, created by Dr. Joseph E. Hill of Oakland Community College in Michigan. The seven Educational Sciences provide a common structure for the applied field of knowledge called input education. All seven fields are discussed and the system of discovering a student's learning style is reviewed. Thirty-three freshman developmental students at Central Piedmont Community College (North Carolina) were given an interest inventory to discover their preferred learning styles relative to three of the Educational Sciences: symbolic orientation (to various theoretical and qualitative symbols), cultural determinants (individual, family, and/or associate), and modalities of inference (magnitude, difference, relationship, appraisal, deductive reasoning, or a combination of these). These 33 students evidenced 12 theoretical symbolic orientation groupings, 33 qualitative symbolic orientation groupings, eight different patterns of cultural determinants, and 14 different modality of inference patterns. On the basis of these findings, recommendations for the provision of varied kinds of learning experiences are made. (DC) | ||
| 650 | 1 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Style. |2 ericd. |
| 650 | 0 | 7 | |a Communication Problems. |2 ericd. |
| 650 | 0 | 7 | |a Developmental Programs. |2 ericd. |
| 650 | 0 | 7 | |a Individual Characteristics. |2 ericd. |
| 650 | 1 | 7 | |a Individualized Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Learning. |2 ericd. |
| 650 | 1 | 7 | |a Learning Modalities. |2 ericd. |
| 650 | 1 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 0 | 7 | |a Remedial Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Symbolic Learning. |2 ericd. |
| 650 | 1 | 7 | |a Two Year College Students. |2 ericd. |
| 650 | 0 | 7 | |a Two Year Colleges. |2 ericd. |
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