|South-Central Section - 46th Annual Meeting (8–9 March 2012)|
|Paper No. 19-1|
|Presentation Time: 1:30 PM-1:45 PM|
GEOSCIENCE LEARNING STYLES IN HIGHER EDUCATION
LOOS, Rebecca J. and WARD, James W., Department of Physics and Geosciences, Angelo State University, ASU Station #11016, San Angelo, TX 76909-1015, email@example.com|
This study proposes to evaluate how students in the Geosciences learn using learning styles as defined in Howard Gardner’s Theory of Multiple Intelligences. The study of Geosciences utilizes spatial abilities and conceptualization of models, observations and visualization skills, and historical information. The primary objective of this project is to evaluate how Geosciences students learn specifically using bodily-kinesthetic, spatial, and visual approaches. This has been assessed by conducting a learning style survey provided by North Carolina State University (NCSU) among college students. The survey is completed online by the student after which the results are sent to NCSU. The students print out the completed survey analysis for further evaluation. The NCSU results categorize students within five of ten learning styles. After the evaluation of Howard Gardner’s Theory of Multiple Intelligences and the NCSU definitions of the ten learning styles, the NCSU sensing, visual and active learning styles will be defined as the Gardener’s spatial, visual and bodily-kinesthetic learning styles. With the survey results, it can be determined if Geosciences students fall within the hypothesized learning styles. Learning styles for non-Geosciences students and differences of learning styles between males and females may also later be determined with this survey and project. Data have been obtained and are currently being compiled and analyzed.
South-Central Section - 46th Annual Meeting (8–9 March 2012)
General Information for this Meeting
|Session No. 19|
Issues in Earth Science Education
Sul Ross University: Espino A & B
1:30 PM-5:00 PM, Friday, 9 March 2012
Geological Society of America Abstracts with Programs, Vol. 44, No. 1, p. 34
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