Learning Styles and Learning Strategies

Assessing their impact on Science Foundation Students

Research output: Contribution to journalArticle

Abstract

Science Foundation is an integral part of the University of Huddersfield’s commitment towidening participation. It is specifically designed for those looking to study and work in the sciences butwho lack the appropriate qualifications or experience to enrol as first-year undergraduates. In eachyear’s cohort there is a wide spectrum of diversity in terms of age, ethnicity, social class, previousacademic achievement and previous work experience. Many of those who enrol can be described asnon-traditional. In the main, they are returning to full-time education following an extended break orthey have recently underperformed in previous studies. Intuitively, the introduction of learning stylesinto the curriculum may help these students cope better with their transition into the culture of highereducation. Building on the recent critiques of learning style theories, this article gives consideration tothe implications for teaching and learning that their introduction have. It places quantitative andqualitative research undertaken with Science Foundation students within a framework of equity andemployability. Ultimately it argues that the way in which learning styles are used has to reflect themotivations and aspirations of students.
Original languageEnglish
Pages (from-to)41-50
Number of pages10
JournalWidening Participation and Lifelong Learning
Volume10
Issue number2
Publication statusPublished - Aug 2008

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learning strategy
science
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quantitative research
social class
qualification
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equity
ethnicity
commitment
curriculum
participation
lack
Teaching
education

Cite this

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title = "Learning Styles and Learning Strategies: Assessing their impact on Science Foundation Students",
abstract = "Science Foundation is an integral part of the University of Huddersfield’s commitment towidening participation. It is specifically designed for those looking to study and work in the sciences butwho lack the appropriate qualifications or experience to enrol as first-year undergraduates. In eachyear’s cohort there is a wide spectrum of diversity in terms of age, ethnicity, social class, previousacademic achievement and previous work experience. Many of those who enrol can be described asnon-traditional. In the main, they are returning to full-time education following an extended break orthey have recently underperformed in previous studies. Intuitively, the introduction of learning stylesinto the curriculum may help these students cope better with their transition into the culture of highereducation. Building on the recent critiques of learning style theories, this article gives consideration tothe implications for teaching and learning that their introduction have. It places quantitative andqualitative research undertaken with Science Foundation students within a framework of equity andemployability. Ultimately it argues that the way in which learning styles are used has to reflect themotivations and aspirations of students.",
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AB - Science Foundation is an integral part of the University of Huddersfield’s commitment towidening participation. It is specifically designed for those looking to study and work in the sciences butwho lack the appropriate qualifications or experience to enrol as first-year undergraduates. In eachyear’s cohort there is a wide spectrum of diversity in terms of age, ethnicity, social class, previousacademic achievement and previous work experience. Many of those who enrol can be described asnon-traditional. In the main, they are returning to full-time education following an extended break orthey have recently underperformed in previous studies. Intuitively, the introduction of learning stylesinto the curriculum may help these students cope better with their transition into the culture of highereducation. Building on the recent critiques of learning style theories, this article gives consideration tothe implications for teaching and learning that their introduction have. It places quantitative andqualitative research undertaken with Science Foundation students within a framework of equity andemployability. Ultimately it argues that the way in which learning styles are used has to reflect themotivations and aspirations of students.

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