File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Does teaching for a balanced use of thinking styles enhance students' achievement?

TitleDoes teaching for a balanced use of thinking styles enhance students' achievement?
Authors
KeywordsAssessment
Instruction
Thinking styles
Issue Date2005
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/paid
Citation
Personality And Individual Differences, 2005, v. 38 n. 5, p. 1135-1147 How to Cite?
AbstractTeaching for a balanced use of thinking styles involves instructing and assessing students using a variety of teaching styles, rather than just a single style. This article describes two experimental studies that test if teaching for a balanced use of thinking styles enhances students'achievement. Participants were students and teachers from a comprehensive university of Shanghai, the People's Republic of China. The first study involved 95 students majoring in computer sciences and two teachers, and the second, 85 students majoring in economics and business administration and two teachers. In each of the studies, students were taught a special topic in a 45-min session and took an achievement test. Each test paper was evaluated by two teachers. Students also responded to a self-report test of thinking styles and to two ability inventories. Support for the superiority of teaching for a balanced use of thinking styles was found in Study One, but not in Study Two. © 2004 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/85160
ISSN
2015 Impact Factor: 1.946
2015 SCImago Journal Rankings: 1.160
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2010-09-06T09:01:31Z-
dc.date.available2010-09-06T09:01:31Z-
dc.date.issued2005en_HK
dc.identifier.citationPersonality And Individual Differences, 2005, v. 38 n. 5, p. 1135-1147en_HK
dc.identifier.issn0191-8869en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85160-
dc.description.abstractTeaching for a balanced use of thinking styles involves instructing and assessing students using a variety of teaching styles, rather than just a single style. This article describes two experimental studies that test if teaching for a balanced use of thinking styles enhances students'achievement. Participants were students and teachers from a comprehensive university of Shanghai, the People's Republic of China. The first study involved 95 students majoring in computer sciences and two teachers, and the second, 85 students majoring in economics and business administration and two teachers. In each of the studies, students were taught a special topic in a 45-min session and took an achievement test. Each test paper was evaluated by two teachers. Students also responded to a self-report test of thinking styles and to two ability inventories. Support for the superiority of teaching for a balanced use of thinking styles was found in Study One, but not in Study Two. © 2004 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/paiden_HK
dc.relation.ispartofPersonality and Individual Differencesen_HK
dc.subjectAssessmenten_HK
dc.subjectInstructionen_HK
dc.subjectThinking stylesen_HK
dc.titleDoes teaching for a balanced use of thinking styles enhance students' achievement?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0191-8869&volume=38&spage=1135&epage=1147&date=2005&atitle=Teaching+for+a+balanced+use+of+thinking+styles.++en_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.paid.2004.07.011en_HK
dc.identifier.scopuseid_2-s2.0-13444274369en_HK
dc.identifier.hkuros111209en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-13444274369&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume38en_HK
dc.identifier.issue5en_HK
dc.identifier.spage1135en_HK
dc.identifier.epage1147en_HK
dc.identifier.isiWOS:000227204500012-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats