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Learning Preferences and ProbLem-based discussion sessions: a study with turkish university maritime students

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Abstract:

The purpose of this study was twofold: analyzing any likely effects of problem-based discussion sessions on promoting the cognitive, affective, and psychomotor domain; and scrutinizing the effects of individual learning preferences on this promotion. A two-part questionnaire was administered. The first set of questions was based on the Higher-Order Thinking and Problem Solving Checklist (Borich, 2004). The second had 13 statements derived from Visual/Aural/Reading-Writing/Kinesthetic (VARK) Learning Preferences Questionnaire (Fleming, 2001). The data showed that problem-based discussion sessions contribute to promoting cognitive and metacognitive domains and also that the prevailing individual learning preference of the randomly chosen sample was kinesthetic, learning through self-practicing and self-experiencing.

Keywords: COGNITION; LEARNING STYLES; METACOGNITION; PROBLEM-BASED LEARNING; VARK

Document Type: Research Article

DOI: http://dx.doi.org/10.2224/sbp.2008.36.10.1295

Publication date: November 1, 2008

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