Abstract
The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades. 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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Almeida, P., Teixeira-Dias, J.J., Martinho, M., Balasooriya, C. (2010). Approaches to Learning and Kolb’s Learning Styles of Undergraduates with Better Grades. In: Lytras, M.D., Ordonez De Pablos, P., Ziderman, A., Roulstone, A., Maurer, H., Imber, J.B. (eds) Knowledge Management, Information Systems, E-Learning, and Sustainability Research. WSKS 2010. Communications in Computer and Information Science, vol 111. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-16318-0_35
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DOI: https://doi.org/10.1007/978-3-642-16318-0_35
Publisher Name: Springer, Berlin, Heidelberg
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