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Kolb’s Learning Styles and Approaches to Learning: The Case of Chemistry Undergraduates with Better Grades

Kolb’s Learning Styles and Approaches to Learning: The Case of Chemistry Undergraduates with Better Grades
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Author(s): Patrícia Albergaria-Almeida (University of Aveiro, Portugal), José Joaquim Teixeira-Dias (University of Aveiro, Portugal), Mariana Martinho (Escola EB 2,3/S de Oliveira de Frades, Portugal) and Chinthaka Balasooriya (University of New South Wales, Australia)
Copyright: 2012
Pages: 16
Source title: Trends and Effects of Technology Advancement in the Knowledge Society
Source Author(s)/Editor(s): Miltiadis D. Lytras (Effat University, Saudi Arabia) and Isabel Novo-Corti (University of A Coruña, Spain)
DOI: 10.4018/978-1-4666-1788-9.ch011

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Abstract

The overall results show that the students with better grades possess the assimilator learning style, that is usually associated to the archetypal chemist. Moreover, the students with the highest grades revealed a conception of learning emphasising understanding. However, these students diverged both in their learning approaches and in their preferences for teaching strategies. The majority of students adopted a deep approach or a combination of a deep and a strategic approach, but half of them revealed their preference for teaching-centred strategies.

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