Session Information
27 SES 06 C, Metacognition, Learning Styles and Strategies
Paper Session
Contribution
Over the past 20 years, the theory and practical application of students' learning styles has been utilized to varying degrees throughout the education system in Scandinavia, for example, in primary schools, vocational schools, organizations and private training. Because the curriculum in all three Scandinavian countries, emphasize individualization, the learning styles concept has appealed for many actors - namely, to meet the students based on their strengths and needs. Moreover, there is a situation in Scandinavia, where many students (10-15%) are leaving school without complete grades (Skolverket, 2010a, b; SSB, 2010; Undervisningsministeriet, 2010). and in the international surveys, PISA and TIMMS, Scandinavian students are failing (Skolverket, 2015). Therefore, different pedagogical approaches have been considered, and one of them is learning styles. However, the learning styles theory has not been entirely uncontroversial (c.f. Coffield, et al. 2004; Hattie, 2009) and research are requested. Internationally there is a broad, comprehensive research (Dunn & Griggs, 2007), but how does it look like in Scandinavia? Is there research in the field at all and what does it say? Can learning styles theory be reshaped in the Scandinavian educational context? In order to answer that, this study has been carried out, a re-analysis of the existing Scandinavian research relating to international results.
The study is based on an exploratory design and a content analysis, which means that the result is a synthesis and analysis with international research as its´ background. With discursive content analysis results of 24 published studies in Scandinavia are compared, and relationships and differences are analyzed. The purpose of this study, was thus to analyze previous research on learning styles in the Scandinavian context and set that in relation to international research. The research questions were as follows:
- What is the overall Scandinavian research concerning learning styles research?
- What results has the research shown?
- Are there contributions to international research? If so, what?
The theoretical framework of this study was built on the Dunn and DunnLearning Styles Model[1] which is one, the two most well-known learning styles models in Scandinavia, and the only one which has developed instructional matched methods. The model is multidimensional and widely-used with children, adolescents and adults and probably one of the most comprehensive, researched, and practiced learning styles theory (De Bello, 1990; Lauridsen, 2007). The model covers several dimensions of learning and teaching and has practical and methodological tools in the research, which is unique concerning learning styles research (Lauridsen, 2007; Dunn & Griggs, 2007). It focuses primarily on the acquisition of new and difficult information. Learning style is defined “…as the way each learner begins to concentrate on, process and retain new and difficult information” (Dunn, Dunn & Perrin, 1994, p. 12). The model covers 20 elements, which are divided into five different areas (stimuli): environmental, emotional, sociological, physiological and psychological stimuli which in varying degrees affect every individual. These twenty elements have, in qualified international research, revealed a variety of construct validity evidence (Dunn, et al.1995). At the individual level, it is essential to be aware of what affects motivation, concentration, and retention and then to match it in style (www.learningstyles.net). This learning-style model is directly applicable on the direct learning situations and should not be confused with psychological models or tests. There are more than 900 scientific studies on the Dunns´ LS-model right now.
[1] Henceforth mentioned The Dunns´ LS Model
Method
Expected Outcomes
References
Ahuvia, A. (2008). Traditional, interpretative and reception based content analyses: Improving the ability of content analysis to address issues of pragmatic and theoretical concern. In R. Franzosi (ed.), Content Analysis: Vol. 1. (pp. 183–202). London: SAGE. Boström, Lena (2004a). Lärande & Metod. Lärstilsanpassad undervisning jämfört med traditionell undervisning i svensk grammatik. (Diss). Jönköping: Högskolan för lärande & kommunikation i Jönköping & Helsingfors Universitet). Coffield, Frank, Ecclestone, Kathryn, Hall, Elaine & Moseley, David (2004). Learning styles and pedagogy. A systematic and critical review. Learning & Skills research centre. www.lsrc.ac.uk De Bello, 1990; DeBello, T. (1990). Comparison of eleven major Learning Style models; Variables, appropriate population, validity of instrumentations and the research behind them. Journal of Reading, Writing and Learning Disabilities International. 6 (3), (pp. 203 – 222). New York: Hemisphere Dunn, Rita & Griggs, Shirley (2007). Synthesis of the Dunn and Dunn Learning Style Model: Who, What, When, Where, and So What? NY: St. John's University, Center for the Study of Learning and Teaching Styles. Dunn, R., Dunn, K., & Perrin, J. (1994). Teaching young children through their individual learning style. Boston, MA: Allyn & Bacon Dunn, R., Griggs, S.A., Olson, J., Gorman, B. & Beasley, M. (1995). A meta analytic validation of the Dunn and Dunn Learning Style model. Journal of Educational Research. 88(6), (pp. 353 – 364). Franzosi, R. (2008). Content analysis: Objective, systematic, and quantitative description of content. In R. Franzosi (Ed.), Content analysis, Vol. 1 (pp. xxi–xli). London: SAGE. Fritzell, C. (2009). Generaliserbarhet och giltighet i pedagogisk forskning och teori. Pedagogisk forskning, 3/2009, 191 -211. Hattie, John (2009). Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. NY: Routlegde. Lauridsen, Ole (2007). Fokus på læring: om læringsstile i dagligdagen professionelt og privat. Köpenhamn: Akademisk forlag. Skolverket, (2015). Statistik-och-utvardering/internationella-studier. www.skolverket.se/statistik-och-utvardering/internationella-studier/timss Skolverket. (2010, a). PM. Enheten för utbildningsstatistik 2010-11-15 Dnr 71-2010:4 1 (7) Skolverket. (2010, b). Gymnasieskolan måste bli bättre på att stötta elever. Pressmeddelande. 22 augusti 2010. www.skolverket.se SSB.(2010). Utbildningsstatistikk. www. nud.no Undervisningsministeriet. (2010). Aldrig før har så mange gennemført en ungdomsuddannelse.www.umv.dk www.learningstyles.net
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