کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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365294 | 621118 | 2008 | 6 صفحه PDF | دانلود رایگان |
This study aimed at investigating: (a) the psychometric properties of Kolb's LSI-1985 in a Greek sample of pre-service and in-service teachers (N = 338), (b) group differences in their learning styles and (c) possible relations between the participants' learning styles and their metacognitive knowledge about the frequency of using various problem-solving strategies. To assess metacognitive knowledge, participants were asked to estimate how frequently they use five general problem-solving strategies (brainstorming, analogy, etc.) in three different settings (interpersonal, practical and study problems). The results of the present study extend the critique regarding the construct validity of the LSI-1985. Moreover, in most of the cases no significant differences in the learning modes were found between the pre-service and the in-service teachers. Finally, few and rather small significant correlations were found between the learning modes and the metacognitive knowledge regarding the use of strategies in problem solving.
Journal: Learning and Individual Differences - Volume 18, Issue 1, 2008, Pages 114–119