Educators should internalize individual differences and consider the advantages and disadvantages of students' learning styles¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that reflective thinking tendencies and epistemological beliefs differed by learning style, the article recommends that educators internalize individual differences and take the advantages and disadvantages of students' different learning styles into consideration. It further recommends creating teaching environments in line with students' understandings of knowledge and learning, and making use of the parallelism between reflective thinking tendencies and epistemological beliefs to improve these skills.

Design Implications¶

Context¶

Requirements¶

• Educators need awareness of students' learning style profiles and of the parallelism between reflective thinking tendencies and epistemological beliefs

Constraints¶

• The article notes the study was quantitative and collected data only from third and fourth year students, and calls for longitudinal or experimental studies

Target Learners¶

• preservice teachers in higher education

Target Learning Goals¶

• reflective thinking and epistemological belief development

Related Strategies¶

• Teachers should act as interfaces between textbooks and learners, adapting strategies to individual learner variables
• Teacher educators should recognize preservice teachers' reflective judgment levels and provide guided reflection tailored to their epistemological assumptions

Examples¶

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Key Sources¶

• Balta, E. E. (2018). Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles. International Journal of Higher Education, 7(6). https://doi.org/10.5430/ijhe.v7n6p106