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Learning Styles Among Undergraduate ‘Science for All’ Student Scholars

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Researchers have been interested in assessing college-aged students’ learning styles for several decades. However, little is known about the learning styles of students who may be destined for careers in the sciences. The purpose of this study has been to describe the learning styles types of undergraduate science scholars. The findings of 151 students showed that Type 4 (n= 39, 26%) and Type 3 (n= 37, 24%) learners were more frequent than Type 1 (n= 30, 20%), Type 2 (n=25, 17%), and a combination of two or more learning styles (n= 20, 13%). Students also showed more than a two to one preference for left-brain modes (n= 102, 68%) compared to right brain modes (n=49, 32%). Identifying the learning styles of an entire class provides instructors with an opportunity to create more effective instructional designs and provides students with new perspectives about their learning potential.
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Keywords: effective learning; experiential learning; learning styles; perception; reflection

Document Type: Research Article

Affiliations: University of Florida

Publication date: January 1, 2009

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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