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Autor/inn/en | Dyer, James E.; Osborne, Edward |
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Titel | Effects of Teaching Approach on Achievement of Agricultural Education Students with Varying Learning Styles. |
Quelle | In: Journal of Agricultural Education, 37 (1996) 3, S.43-51 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1042-0541 |
Schlagwörter | Academic Achievement; Agricultural Education; Cognitive Style; Field Dependence Independence; High School Students; High Schools; Teaching Methods |
Abstract | Illinois secondary agriculture students were taught 2 units; 1 group using a problem-solving approach (n=72) and the other a subject-matter approach (n=61). Neither approach nor cognitive style were related to achievement. Field-neutral learners scored significantly higher using problem solving when relevant and meaningful problems were used. (SK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |