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Topic Review
Learning Styles
Learning styles refer to a range of competing and debunked theories that aim to account for differences in individuals' learning. Many theories share the proposition that humans can be classified according to their 'style' of learning, but differ in how the proposed styles should be defined, categorized and assessed.:8 A common concept is that individuals differ in how they learn.:266 The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers.:107–108 Proponents recommend that teachers have to run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information,:108 few studies have found any validity in using learning styles in education.:267 Critics say there is no consistent evidence that identifying an individual student's learning style and teaching for specific learning styles produces better student outcomes.:33 Since 2012, Learning Styles have often been referred to as a "neuromyth" in education. There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion". Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style. However, a 2020 systematic review suggested that a majority (89%) of educators around the world continue to believe that the meshing hypothesis is correct. Studies further show that teachers cannot assess the learning style of their students accurately.
  • 2.9K
  • 02 Nov 2022
Topic Review
Meta-Intelligence
The concept of meta-intelligence is as a way of understanding the relations of control and coordination among creative, analytical, practical, and wisdom-based approaches to problem solving (Sternberg n.d.b). An approach involves a complex of intellectual skills and attitudes applied to one or more problems.
  • 2.8K
  • 11 May 2021
Topic Review
Green Chemistry Education
An important goal for sustainability education is to learn negotiation, problem solving and decision-making skills through discussions about ecological, social, economic, and ethical principles concerning local and global responsibility in their own life. Through memorable, experiential, and active processes, students learn to discuss their own value selection and to evaluate phenomena and sources of information critically. In this article, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL).
  • 2.7K
  • 11 Nov 2020
Topic Review Peer Reviewed
Developing the Socio-Emotional Intelligence of Doctoral Students
Socio-emotional intelligence is the capacity to consider emotions, intuition, and cognition to identify, manage and express emotions and to respond to social situations with authenticity, openness and fairness. By doing so, individuals will achieve a sense of wellbeing and build meaningful relations whilst having a positive impact on the environment, others and themselves. The term doctoral student refers to a postgraduate researcher completing a doctoral degree. Supervisor is the term used in academia for an academic guiding and supporting the doctoral student. Doctoral supervisions usually include at least two academics as supervisors. A doctoral degree in the UK normally focuses on the in-depth study of a topic; these can be chosen by the doctoral student or sometimes be content-specific if a scholarship is attached.
  • 2.6K
  • 19 Oct 2023
Topic Review
Dysgraphia
Dysgraphia is a learning disability of written expression, that affects the ability to write, primarily handwriting, but also coherence. It is a specific learning disability (SLD) as well as a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding and finger sequencing (the movement of muscles required to write). It often overlaps with other learning disabilities and neurodevelopmental disorders such as speech impairment, attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD). In the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), dysgraphia is characterized as a learning disability in the category of written expression, when one's writing skills are below those expected given a person's age measured through intelligence and age-appropriate education. The DSM is unclear in whether writing refers only to the motor skills involved in writing, or if it also includes orthographic skills and spelling. Dysgraphia should be distinguished from agraphia (sometimes called acquired dysgraphia), which is an acquired loss of the ability to write resulting from brain injury, progressive illness, or a stroke. The prevalence of dysgraphia throughout the world is not known, due to difficulties in diagnosis and lack of research.
  • 2.5K
  • 10 Nov 2022
Topic Review
Autodidacticism
Autodidacticism (also autodidactism) or self-education (also self-learning and self-teaching) is education without the guidance of masters (such as teachers and professors) or institutions (such as schools). Generally, autodidacts are individuals who choose the subject they will study, their studying material, and the studying rhythm and time. Autodidacts may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts.
  • 2.4K
  • 14 Oct 2022
Topic Review
Product-Based Learning
The traditional teaching-learning process in higher education employs strategies that position students as recipients of information transmitted by the teacher, which is conceptualized as knowledge. However, the reality in which we live, including new generational groups’ characteristics, requires implementing training solutions that meet individuals' needs in the development of skills or know-how. Thus, deploying suitable solutions to society through a framework that forms individuals capable of continuously seeking knowledge, creating and innovating, is crucial. The "Reproduction of an Environment of Innovation in the Classroom" (RAIS) is a product-based learning and evaluation strategy where the student is actively involved in constructing and generating knowledge. It allows developing the programmatic competencies in engineering courses to attain a feasible product. The RAIS strategy has been applied in Physical chemistry for Chemical Engineers and Industrial Chemistry courses. Students successfully formulated a product using the know-how attained in each course. In addition, this strategy increased motivation compared to other traditional courses, developing the ability to deploy and find solutions in work environments with multidisciplinary groups.  
  • 2.3K
  • 13 Jan 2023
Topic Review
Board Games in Improving Speaking
English is a fundamental language to learn as it is used worldwide. The teaching and learning of English has been emphasized in Malaysia as English plays a major role in global communication. However, speaking performance was recorded as poor and weak among pupils in ESL classrooms. Previous researchers explored a myriad of communicative language activities to improve speaking skill. Board games are employed as one of the most useful tools to improve speaking skills among pupils.
  • 2.3K
  • 17 Aug 2021
Topic Review
Information Deficit Model
In studies of the public understanding of science, the information deficit model (or simply deficit model) or science literacy/knowledge deficit model attributes public scepticism or hostility to science and technology to a lack of understanding, resulting from a lack of information. It is associated with a division between experts who have the information and non-experts who do not. The model implies that communication should focus on improving the transfer of information from experts to non-experts.
  • 2.2K
  • 17 Nov 2022
Topic Review
Compensatory Carry-Over Action Model (CCAM)
The Compensatory Carry-Over Action Model (CCAM) is innovative as most behavioral theories only model single activity. The CCAM, however, models different single activities—such as physical activity and nutrition —and how they change as a result of one another. Such lifestyle activities are assumed to be formed by higher-level goals, which can drive activity volitionally or unconsciously, and are rather unspecific. They become specific because of activities that are subjectively seen as leading to this goal. Each activity must be intended, pursued, and controlled. Specific resources ensure that individuals have the chance to translate their intentions into activity and that they resist distractors. Compensation and transfer (also called carry-over) operate between the different activities. If people devote all of their energy to one domain and believe that no resources remain for the other activity, compensation can help to attain goals. It is also possible that an individual successfully performs one activity, and existing or developing resources may be transferred to another activity.
  • 2.2K
  • 16 Dec 2020
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