• Proceedings of the Korean Society of Computer Information Conference
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• 2011.06a
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• pp.261-264
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• 2011

이 연구에서는 프로젝트 기반 초등수학교육에서 학업성취도와 수학적 태도에 대한 학습양식의 효과를 분석하였다. 이 연구는 프로젝트 기반 초등수학교육이 어떤 양식의 학습자에게 학업성취도와 수학적 태도 신장에 더 효과적인지 검증하여, 학습자 중심교육 환경 설계에 시사점을 제공하는데 목적이 있다. 104명의 초등학생을 대상으로 Kolb의 자기보고식 검사지를 사용하여 분산자, 융합자, 수렴자, 적응자 학습양식으로 분류하고, 4주간 12차시에 걸쳐 프로젝트 기반 수학교육을 실시하였다. 연구결과, 학습양식이 학업성취도와 수학적 태도 향상에 효과를 나타내었다. 프로젝트 기반 초등수학교육은 수렴자 학습양식의 학업성취도 향상에 효과적인 것으로 판단되었다. 또한, 수학적 태도의 세부요인에서는 수렴자 학습양식의 자신감, 목적의식 신장과 융합자 학습양식의 흥미신장에 효과적인 것으로 판단되었다.

• School Mathematics
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• v.15 no.1
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• pp.15-35
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• 2013

The purpose of the research is to categorize math learners into pattern through those tools that distinguish math learning style for middle school students. On the ground of survey for 976 middle school students, the fact that there are 16 different math learning style at the result of cluster analysis is confirmed and the results are compared and analyzed previous research. Also according to the each constituent of math learning style, dissimilarity of distribution about learner of different sexes and grades are analyzed. It's helpful to understanding the whole characteristics of learners regarding math learning to figure out their cognitive and affective learning styles through the tools to distinguish their math learning styles.

• Communications of Mathematical Education
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• v.15
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• pp.287-292
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• 2003

본 연구는 중학생을 대상으로 협동 학습에서 사용하고 있는 기존의 집단 구성과는 달리 학생들의 학습 양식에 따라 집단을 구성하여 협동 학습의 효과성을 보이고자 하였다. 학습양식(Learning Style)에 따라 집단을 구성한 협동 학습의 결과는 다음과 같다. 첫째, 학습양식에 따라 구성한 협동 학습 집단( I, II, III, IV)이 일반학습 집단(V)에 비하여 수학 성취도에 있어서 유의한 효과를 보였다(p<.001). 둘째, 학습양식에 따라 구성한 협동 학습 집단( I, II, III, IV)이 일반학습 집단에 비하여 수학에 대한 긍정적인 태도로의 변화가 있었다(p<.001).

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.363-381
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• 2013

The constituents of math learning styles are information recognition and information processing in the cognitive domain and attitudes toward math learning and environments of math learning in the affective domain. Each of the constituents has two opposing styles; there are the visual style and verbal style in information recognition; and there are the whole style and analytical style in information processing. And as for attitudes toward math learning, there are two styles which are the authoritative and goal-oriented style and the practical and entertaining style. Also as for attitudes toward environments of math learning, there are two styles which are the interior-oriented style and exterior-oriented style. There can be classified into 16 types of mathematics learning by the combination of a total of 8 styles of mathematics learning. The purpose of this study was to analyze the preference of the students from three middle schools located in Daegu Metropolitan City to the styles and types of mathematics learning.

• 대한공업교육학회지
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• v.31 no.2
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• pp.332-349
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• 2006

The purpose of this study is to identify the relationship between the University students' learning styles in an e-learning according to the major field and learning styles in an e-learning according to the psychological types. The results of the research are as follows: First, The Major field made no difference to the learning styles in e-learning. E-learning styles of University student are as follows : the environment-dependent and self-directed learning style, positive and cooperative learning style, environment-independent and self-directed learning style. Second, In comparison with the boys and girl's the learning styles in e-learning, there were individual differences. But the environment-dependent and self-taught learning style was the highest learning style in Boys and Girl's but, especially there was more high in Girl's. Third, Amount to use internet made no difference to the learning styles in e-learning. The difference of learning styles in an e-learning environment according to Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling among Psychological Types were statistically meaningless.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.267-275
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• 2009

The purpose of this study was to investigate relations between middle school science teachers' perception of students' learning styles and their teaching style. Data were collected by in-depth individual interviews with 20 experienced science teachers (14 years of teaching experience in average). Results indicated four categories of the relations: i.e. teachers implemented their teaching style (1) matching students' learning styles, (2) supplementing students' insufficient learning styles, (3) teacher-centered, but matching the diverse students' learning styles, and (4) based on their values and convictions. In general, teaching styles of the teachers did not match with their perceptions of students' learning styles. Instead, their teaching styles seemed to be more affected by their personal values and convictions.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.3-13
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• 2010

The purpose of this study was to investigate between learning styles and communication apprehension of Engineering students. Participants were 405 first-year Engineering cohort. Following were the results: First, 80 percent were classified as Reflective learners, 61 percent were classified as Sensing learners, 73.1 percent were classified as Visual learners, and 66.7 percent were classified as Global learners. Second, the result showed that there was a significant difference in learning style by gender. Most female learners were Reflective, while most male learners were Active. Lastly, the finding revealed that there were significant differences in communication apprehension on Perception and Processing dimension. Sensing students demonstrated higher level of communication apprehension than Intuitive students and Reflective students shown higher level of communication apprehension than Active students. For the program developing Engineering students' communication skills, implications for reducing students' communication apprehension based on the type of learning styles were discussed.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.177-191
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• 2013

This study compared the difference of learning style, self-regulated learning, learning flow, analyzed the learning style impact on self-regulated learning and learning flow between gifted and normal student. The subjects of this study were 118 sixth grade gifted students and 124 general students who showed academic achievement of the same level. According to the results of this study, gifted elementary children had more than the general independent, competitive, participatory learning style and they used personal, behavioral and environmental self-regulation strategies more often. Also they had a higher degree of learning flow than the general. Both gifted and general students, the more independent and participatory learning style, the more increased self-regulated learning and learning flow. And the more used self-regulated learning, the more increased learning flow. The learning flow of the gifted children was higher the more independent, the more participatory, the more used behavioral and personal self-regulated learning strategies. The learning flow of the general elementary children was higher the more participatory, the more used environmental and personal self-regulated learning strategies.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.59-68
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• 2015

The purpose of this study is to analyze the learner's characteristics, and relationship between learning styles and achievements in online programming learning environment. For the analysis, after performing the inspection of learning styles of Grasha-Reichmann for 104 middle and high school students, online programming learning were performed for 12 weeks. First, according to learner's variable, boy was higher than girls in dependent learning style. Middle school student higher than high school student in competitive and avoid learning styles. Independent and participant learning styles show a significant difference in achievement level. Analysis of the relationship between learning styles and achievements show that independent(r=.253, p<.01) and participant(r=.303, p<.01) have the positive correlations. As a result, independent and participant learning styles are confirmed to be related with achievements. In addition, we analyzed each learning style characteristics by writing survey of the impression of the learners by main learning styles, through which we could derive teaching and learning strategies for the online programming by learning styles.

• Journal of Korean Library and Information Science Society
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• v.42 no.3
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• pp.229-249
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• 2011

This study analyses the relationship between learning style and library skills. The components of learning style and library skills were extracted through literature review. The relationship between learning style and library skills was verified by using T-test. The results indicate that there was Sub-variables of library skills such as 'decimal classification', 'using reference sources', and 'recognizing the parts of a book' had a significant relationship with global variables of learning style. Thus, when the user education for each type of learning style will be considered.