Bibliography - The New Educational Review
Transkrypt
Bibliography - The New Educational Review
Maria Kozielska, Götz Seibold 80 followed by the visual learners. On the contrary, the analytical and theoretical styles were selected primarily by the visual learners followed by the kinesthetic learners. The students were aware of their sensory preferences and most eagerly selected studying styles, as all of them were able to respond. This awareness enabled them to perfect their own learning methods and to apply new studying styles The fact that the students were looking for an adequate learning style and developing their own sensory preferences may increase their learning efficiency. The above consists in faster learning, more thorough mastering of acquired information, better understanding and broader knowledge, shaping one’s own skills, etc. When analyzing the memorized information, the students employ their senses and the multisensory approach to memorization of contexts through using various routes of memory search may facilitate the acquisition of information (Czerniawska 2005, p. 296). It is worth bringing up the concept that allows for accompanying the sensory preferences of a student with adequate teaching strategies at the stage of information receiving and acquiring (Fleming and Baume 2006, pp. 4 – 7). It is a vital argument in creating learning opportunities for students in accordance with their sensory preferences and studying styles to require that the stimuli received by them correspond to their cognitive level (Mietzel 2002, p. 95). The authors would like to express their gratitude for help in conducting the research to Prof. Marek Gawrysiak from the Bialystok University of Technology, Prof. Józef Dygas from the Warsaw University of Technology, Dr. Swietlana Szczygielska from the Szczecin University of Technology, Dr. Janina Poczęsna from the Silesian University of Technology, Prof. Asta Richter from the University of Applied Science in Wildau and Prof. Thomas Kern from the Fachhochschule in Brandenburg. This work was supported in part by Research Project TB-62 – 176/11/DS of the Poznan University of Technology. Bibliography Czerniawska E. (2005). Czego możemy nauczyć się od mnemonistów. In M. Ledzińska, G. Rudkowska, L. Wrona, Psychologia współczesna: oczekiwania i rzeczywistość. Kraków: Wyd. Naukowe Akademii Pedagogicznej. Fleming N., Baume D. (2006). Learning Styles Again: VAR King up the right tree!, Educational Developments 7.4, 4 – 7, . Studying Styles and Sensory Preferences of Technical Students 81 Góralski A. (1976). Metody opisu i wnioskowania statystycznego w psychologii, Warszawa: PWN Honey P., Mumford A. (1986). The Manual of Learning Styles, Peter Honey Publications. Honey P., Mumford A. (2006). The Learning / Styles Helper’s Guide, Peter Honey Publications. Kozielska M., Kern T., Application of information technology by students of technology in the context of their studying styles , The New Educational Review (in press). Mietzel G. (2003). Psychologia kształcenia. Praktyczny podręcznik dla pedagogów i nauczycieli, Gdańskie Wyd. Psychologiczne, Gdańsk.