Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Education
ΠΑΠΑΔΑΤΟΥ-ΠΑΣΤΟΥ ΜΑΡΙΕΤΤΑ, ΛΕΚΤΟΡΑΣ, Π.Τ.Δ.Ε ,ΠΑΝΕΠΙΣΤΗΜΙΟΥ ΑΘΗΝΩΝ
ΣΙΔΕΡΙΔΗΣ ΓΕΩΡΓΙΟΣ, ΚΑΘΗΓΗΤΗΣ, Π.Τ.Δ.Ε, ΠΑΝΕΠΙΣΤΗΜΙΟΥ ΑΘΗΝΩΝ
ΓΑΛΑΝΑΚΗ ΕΥΑΓΓΕΛΙΑ, ΚΑΘΗΓΗΤΡΙΑ, Π.Τ.Δ.Ε, ΠΑΝΕΠΙΣΤΗΜΙΟΥ ΑΘΗΝΩΝ
“Μαθησιακοί Τύποι: Πειραματική μελέτη με τη χρήση της νοηματικής γλώσσας”
"Learning Types: Experimental Study Using Signal Language"
Theoretical background: The idea of learning styles has been explored for years, but the complexity of theory and terminology is a matter of great concern. On the one hand the supporters of this theory argue that the teaching process should be organized in correspondence with each student's learning style. From the others, some contradict the idea by arguing that students do not benefit from this match. The criticism of these theories, despite their enormous spread, is highlighted. This research is intended to show that this is a false theory, that is, there are no learning types, despite its huge spread in education.
Method: Of 99 adults, of whom 67 are women and 32 are men with an average age of 28.66 years, were asked to watch a video in which they would see meanings / words in the sign language for which the interpretation of each of them was given. They then answered multiple choice questions to find out the meanings of what they remember. They were then asked to answer two questionnaires (Barsch Learning Style Reference, Learning Channels Inventory) about their learning style (visual, acoustic, kinesthetic) that suits them. The survey was anonymous and took place online.
Results: The findings of the study showed that the evaluation of participants in Optics, Acoustics and Cynics differs significantly from their view of their learning preference. The average quiz scores did not differ significantly from the results of the Barsch form of learning, nor from the learning channel results according to the Learning Channels Inventory form but also from the adult view of their learning preference.
Conclusions: The findings of the study do not support the theory of matching teaching with the learning formula. Instead, through the in-depth exploration of the types of learning, and from the findings of the present study, it is confirmed that the theory of "Learning Types" is a neuro-myth.
Main subject category:
Keywords: Learning Styles, Myth in Education, VARK
ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ- ΕΥΑΓΓΕΛΙΑ ΒΛΑΧΟΥ (1) (2).pdf
File access is restricted only to the intranet of UoA.