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Article: Do university students' thinking styles matter in their preferred teaching approaches?

TitleDo university students' thinking styles matter in their preferred teaching approaches?
Authors
KeywordsPreferred teaching approaches
Thinking styles
Issue Date2004
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/paid
Citation
Personality And Individual Differences, 2004, v. 37 n. 8, p. 1551-1564 How to Cite?
AbstractThis study pioneered the research on the role of university students' thinking styles in their preferred teaching approaches. Three hundred and forty-eight (111 male and 237 female) students from a large comprehensive university in Beijing, P.R. China, responded to the Thinking Styles Inventory (Revised) and the Preferred Teaching Approach Inventory. Results indicated that regardless of age, gender, university class level, and academic discipline, students with different thinking styles had significantly different preferences for particular teaching approaches. It was contended that both conceptual change and information transmission are necessary for effective teaching. Theoretically, the study contributed to the styles literature in general and to the literature on the relationships between styles and approaches of teaching and learning in particular. Practical implications of the present findings are discussed in the context of students' teaching evaluations, teachers' teaching, and university administrators' personnel management. © 2004 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/85234
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.accessioned2010-09-06T09:02:22Z-
dc.date.available2010-09-06T09:02:22Z-
dc.date.issued2004en_HK
dc.identifier.citationPersonality And Individual Differences, 2004, v. 37 n. 8, p. 1551-1564en_HK
dc.identifier.issn0191-8869en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85234-
dc.description.abstractThis study pioneered the research on the role of university students' thinking styles in their preferred teaching approaches. Three hundred and forty-eight (111 male and 237 female) students from a large comprehensive university in Beijing, P.R. China, responded to the Thinking Styles Inventory (Revised) and the Preferred Teaching Approach Inventory. Results indicated that regardless of age, gender, university class level, and academic discipline, students with different thinking styles had significantly different preferences for particular teaching approaches. It was contended that both conceptual change and information transmission are necessary for effective teaching. Theoretically, the study contributed to the styles literature in general and to the literature on the relationships between styles and approaches of teaching and learning in particular. Practical implications of the present findings are discussed in the context of students' teaching evaluations, teachers' teaching, and university administrators' personnel management. © 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.subjectPreferred teaching approachesen_HK
dc.subjectThinking stylesen_HK
dc.titleDo university students' thinking styles matter in their preferred teaching approaches?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0191-8869&volume=37&issue=8&spage=1551&epage=1564&date=2004&atitle=Do+University+Students%27+Thinking+Styles+Matter+in+Their+Preferred+Teaching+Approaches?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.2004.02.012en_HK
dc.identifier.scopuseid_2-s2.0-22944462034en_HK
dc.identifier.hkuros102124en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-22944462034&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume37en_HK
dc.identifier.issue8en_HK
dc.identifier.spage1551en_HK
dc.identifier.epage1564en_HK
dc.identifier.isiWOS:000225199900003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK

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