Many researchers have hypothesised that people have an affinity with one of two broadly opposite styles of learning.
This paper uses a mainly psychological perspective to examine some teaching and learning styles.
Much research into learning styles exhibits original and imaginative approaches to the issues identified by learners and educators, however there is also a degree of recycling of concepts.
This paper reports the development of an eclectic model of learning styles designed by considering various concepts, from which four major bipolar theories are refined in the light of sources to identify the core concepts.
The selections and exclusions made in the model-building may precipitate dispute.
Robust debate is invited, though the eclectic model as it now stands may be thought to offer a serviceable framework for enhancing the sensitivity of nurse educators to students'individuality expressed in their learning styles.
Mots-clés Pascal : Etudiant, Infirmier, Personnel sanitaire, Homme, Formation professionnelle, Pédagogie, Enseignement, Stratégie, Processus acquisition, Apprentissage, Cognition, Style cognitif, Didactique
Mots-clés Pascal anglais : Student, Nurse, Health staff, Human, Occupational training, Pedagogy, Teaching, Strategy, Acquisition process, Learning, Cognition, Cognitive style, Didactics
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 94-0618798
Code Inist : 002B30A09. Création : 09/06/1995.