The Algorithm of Mathematical Modelling for Learning Styles of Pre-School Children

Autor/inn/en	Günes, Gökhan; Sahin, Volkan
Titel	The Algorithm of Mathematical Modelling for Learning Styles of Pre-School Children
Quelle	In: Education 3-13, 47 (2019) 3, S.277-292 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Günes, Gökhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2018.1430844
Schlagwörter	Mathematical Models; Cognitive Style; Preschool Children; Early Childhood Education; Active Learning; Visual Learning; Brain Hemisphere Functions; Sequential Learning; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Cognitive styles; Kognitiver Stil; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Aktives Lernen; Visual education; Visuelles Lernen; Didaktische Sequenzierung; Lernsequenz; Ausland
Abstract	This study examines pre-school children's learning styles by utilising a mathematical model. The model uses a Euclidean geometry algorithm to generate a graphical representation of the learning styles. The algorithm of the developed mathematical model was developed as a practical application of the theoretical assumptions. Index of Learning Styles for Children (ILSC), developed by one of the researchers, has been applied to a total of 301 five-year-old children. Results of the study indicate that children utilise the active, cognitive and visual learning styles under the control of the right hemisphere, and the sequential (analytical) learning styles under the control of the left hemisphere. The modelling algorithm reveals that the children's learning style preferences are shifted towards the right hemisphere at the rate of 8%. The results also provide empirical support that the developed model can mathematically explain the theoretical assumptions it is based on. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01