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The Effects of Learning Styles of Pre-service Teachers on Their Sketchnotes Designs

Year 2021, Volume: 15 Issue: 1, 95 - 117, 27.06.2021
https://doi.org/10.17522/balikesirnef.913929

Abstract

The study aims to investigate the effect of the pre-service teachers’ dominant learning styles on their sketchnotes designs prepared for science topics as well as determining their reasons for the visual and written elements used in these sketchnotes. The study was designed following descriptive correlational survey model. The participants consisted of 44 teacher pre-service of science teaching at grades two and three studying at Alanya Alaaddin Keykubat University. The quantitative data for the study was obtained through “Verbal and Visual Dominant Learning Style Scale” developed by Akgün et al. (2014) while the qualitative data was gathered from the participants’ sketchnotes prepared for various science topics in the secondary school science curriculum. The findings indicate that the majority of the participants had visual dominant learning style. As the participants with visual dominant learning style gave prominence to visuals by using drawings and various writing styles frequently in their sketchnotes, the ones with verbal dominant learning styles used more words and sentences along with frequent textual detailed explanations. It was also found that the participants with visual dominant learning style placed more importance to process building, grouping, and listing and the ones with verbal dominant learning styles placed more emphasize on explanations. The findings of the study are meant to introduce sketchnotes to teachers and to promote the use of them in their teaching practices.

References

  • Akgün, E. Ö., Küçük, Ş., Çukurbaşı, B., & Tonbuloğlu, İ. (2014). Validity and reliability study of the visual versus verbal style of processing scale Turkish form (Sözel veya görsel baskın öğrenme stilini belirleme ölçeği türkçe formunun geçerlik ve güvenirlik çalışması). Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 277-297.
  • Alpan, G. (2008). Visual literacy and instructional technology. Yüzüncü Yıl University Journal of Education. V (II), 74-102.
  • Altieri, L. J. (2017). From sketchnotes to think-alouds: Addressing the challenges of social studies text. Social Studies and the Young Learner, 30 (1), 8–12.
  • Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, Virginia USA, Association for Supervision and Curriculum Development.
  • Bratash, S. V., Riekhakaynen, I., E., & Petrova, E. T. (2020). Сreating and processing sketchnotes: a psycholinguistic study. Paper presented at 24th International Conference on Knowledge-Based and Intelligent Information & Engineering Systems. Procedia Computer Science, 176 (2020), 2930–2939.
  • Childers, L. T., Houston, J. M., & Heckler, E. S. (1985). Measurement of individual differences in visual versus verbal information process. Journal of Consumer Research, 12, 125-134.
  • Dunn, R. (1984) Learning style: State of the science. Theory into Practice, 23, 10-19.
  • Dunn R, & Dunn K. (1993). Teaching elementary students through their individual learning styles: Practical approach for grades 3-6. Massachusetts, USA: Pearson.
  • Enfield, M., Smith, L. E., & Grueber, J. D. (2008). “A sketch is like a sentence”: Curriculum structures that support teaching epistemic practices of science. Science Education, 92, 608 – 630.
  • Felder, R. M. (1993). Reaching the second tier: Learning and teaching styles in college science education. College Science Teaching, 23(5), 286 – 290.
  • Fernandez-Fontecha, A., Lo’Halloran, K., Tan, S., & Wignell, P. (2018). A multimodal approach to visual thinking: The scientific sketchnote. Visual Communication, 18 (1), 5-29.
  • Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Christchurch, New Zealand.
  • Forbus, K., Usher, J., Lovett, A., Lockwood, K., & Wetzel, J. (2011). CogSketch: Sketch understanding for cognitive science research and for education. Topics in Cognitive Science, 3 (2011), 648-666.
  • Gardner, H. (2011). The unschooled mind how children think and how school should teach. New York: The Basic Books.
  • Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. Pittsburgh, PA: Alliance Publishers.
  • Karasar, N. (2002). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım Ltd. Şti.
  • Kolb, D.A. (1981). Learning styles and disciplinary differences. The Modern American College, 1 (January 1981), 232-255.
  • Li, Y., Guan, Z., Wang, H., Dai, G., & Ren, X. (2002). Structuralizing freeform notes by ımplicit sketch understanding. 2002 Association for the Advancement of Artificial Intelligence içinde (2-8 ss.). Menlo Park, California.
  • Morgan, H. (1997). Cognitive styles and classroom learning. Westport, Praeger Publications.
  • Panao, M. (2021). Daily learning: Sketchnoting in science learning... a possibility? Erişim adresi https://author.miguelpanao.com/sketchnoting-science/
  • Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom. NY: Routledge.
  • Robinson, C. (2018). Note-taking strategies in the science classroom. Science Scope, 41 (6), 22-25.
  • Rohde, M. (2013). The sketchnote handbook: The illustrated guide to visual note taking. USA: Peachpit Press.
  • Seels, B. A. (1994). Visual literacy: The definition problem. In D. M. Moore & F. M. Dwyer, (Eds.), Visual literacy: A spectrum of visual learning. (pp. 97-112) Englewood Cliffs, New Jersey: Educational Technology Publications.
  • Yakın, B. (2015). Tasarım sürecinde eskiz ile biçim-içerik sorgulama ve çözümlemeleri: Bir durum analizi. Sanat ve Tasarım Dergisi, 1,121-137.

Öğretmen Adaylarının Öğrenme Stillerinin Şematik Not Hazırlamalarına Etkisi

Year 2021, Volume: 15 Issue: 1, 95 - 117, 27.06.2021
https://doi.org/10.17522/balikesirnef.913929

Abstract

Araştırmanın amacı öğretmen adaylarının baskın öğrenme stillerinin fen konularında hazırladıkları şematik notlara etkisini belirlemek ve şematik notlarda kullandıkları görsel ve yazılı öğelerin kullanım amaçlarını tespit etmektir. Araştırma betimsel ilişkisel tarama modeli esas alınarak yürütülmüştür. Araştırmaya bir devlet üniversitesinde öğrenim gören 44 fen bilgisi öğretmen adayı katılmıştır. Elde edilen sonuçlara göre katılımcıların çoğunluğunun baskın öğrenme stili görseldir. Görsel öğrenme stili baskın olanlar şematik notlarında sıklıkla çizim ve farklı yazı stilleri ile görselliği ön plana çıkarırken, sözel öğrenme stili baskın olanlar kelime ve cümleleri daha fazla tercih ederek detaylı açıklama yapmayı tercih etmişlerdir. Görsel öğrenme stili baskın olanların süreç oluşturma, gruplama ve listelemeye, sözel öğrenme stili baskın olanların açıklamaya daha fazla önem verdikleri tespit edilmiştir. Sonuçlar ışığında şematik notların öğretmenlere tanıtılması, öğrenme ve öğretme sürecinde kullanılması önerilmektedir.

References

  • Akgün, E. Ö., Küçük, Ş., Çukurbaşı, B., & Tonbuloğlu, İ. (2014). Validity and reliability study of the visual versus verbal style of processing scale Turkish form (Sözel veya görsel baskın öğrenme stilini belirleme ölçeği türkçe formunun geçerlik ve güvenirlik çalışması). Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 277-297.
  • Alpan, G. (2008). Visual literacy and instructional technology. Yüzüncü Yıl University Journal of Education. V (II), 74-102.
  • Altieri, L. J. (2017). From sketchnotes to think-alouds: Addressing the challenges of social studies text. Social Studies and the Young Learner, 30 (1), 8–12.
  • Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, Virginia USA, Association for Supervision and Curriculum Development.
  • Bratash, S. V., Riekhakaynen, I., E., & Petrova, E. T. (2020). Сreating and processing sketchnotes: a psycholinguistic study. Paper presented at 24th International Conference on Knowledge-Based and Intelligent Information & Engineering Systems. Procedia Computer Science, 176 (2020), 2930–2939.
  • Childers, L. T., Houston, J. M., & Heckler, E. S. (1985). Measurement of individual differences in visual versus verbal information process. Journal of Consumer Research, 12, 125-134.
  • Dunn, R. (1984) Learning style: State of the science. Theory into Practice, 23, 10-19.
  • Dunn R, & Dunn K. (1993). Teaching elementary students through their individual learning styles: Practical approach for grades 3-6. Massachusetts, USA: Pearson.
  • Enfield, M., Smith, L. E., & Grueber, J. D. (2008). “A sketch is like a sentence”: Curriculum structures that support teaching epistemic practices of science. Science Education, 92, 608 – 630.
  • Felder, R. M. (1993). Reaching the second tier: Learning and teaching styles in college science education. College Science Teaching, 23(5), 286 – 290.
  • Fernandez-Fontecha, A., Lo’Halloran, K., Tan, S., & Wignell, P. (2018). A multimodal approach to visual thinking: The scientific sketchnote. Visual Communication, 18 (1), 5-29.
  • Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Christchurch, New Zealand.
  • Forbus, K., Usher, J., Lovett, A., Lockwood, K., & Wetzel, J. (2011). CogSketch: Sketch understanding for cognitive science research and for education. Topics in Cognitive Science, 3 (2011), 648-666.
  • Gardner, H. (2011). The unschooled mind how children think and how school should teach. New York: The Basic Books.
  • Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. Pittsburgh, PA: Alliance Publishers.
  • Karasar, N. (2002). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım Ltd. Şti.
  • Kolb, D.A. (1981). Learning styles and disciplinary differences. The Modern American College, 1 (January 1981), 232-255.
  • Li, Y., Guan, Z., Wang, H., Dai, G., & Ren, X. (2002). Structuralizing freeform notes by ımplicit sketch understanding. 2002 Association for the Advancement of Artificial Intelligence içinde (2-8 ss.). Menlo Park, California.
  • Morgan, H. (1997). Cognitive styles and classroom learning. Westport, Praeger Publications.
  • Panao, M. (2021). Daily learning: Sketchnoting in science learning... a possibility? Erişim adresi https://author.miguelpanao.com/sketchnoting-science/
  • Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom. NY: Routledge.
  • Robinson, C. (2018). Note-taking strategies in the science classroom. Science Scope, 41 (6), 22-25.
  • Rohde, M. (2013). The sketchnote handbook: The illustrated guide to visual note taking. USA: Peachpit Press.
  • Seels, B. A. (1994). Visual literacy: The definition problem. In D. M. Moore & F. M. Dwyer, (Eds.), Visual literacy: A spectrum of visual learning. (pp. 97-112) Englewood Cliffs, New Jersey: Educational Technology Publications.
  • Yakın, B. (2015). Tasarım sürecinde eskiz ile biçim-içerik sorgulama ve çözümlemeleri: Bir durum analizi. Sanat ve Tasarım Dergisi, 1,121-137.
There are 25 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Nilgün Tatar 0000-0002-7452-5323

Meral Şeker 0000-0001-7150-4239

Publication Date June 27, 2021
Submission Date April 12, 2021
Published in Issue Year 2021 Volume: 15 Issue: 1

Cite

APA Tatar, N., & Şeker, M. (2021). The Effects of Learning Styles of Pre-service Teachers on Their Sketchnotes Designs. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 15(1), 95-117. https://doi.org/10.17522/balikesirnef.913929