bettys ppt on 30 march
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Do they learn differently?An investigation of the pre-service teachers
from US and China
Presenter: Chi-Ying Betty Hu
Date: March 30, 2009
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You, Z. & Jia, F (2008). Do they learn differently? An investigation of the pre-service teachers from the US and China. Teaching and Teacher education, 24, 836-845.
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Content
I. Introduction
II. Methodology
III. Result
IV. Reflection
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Introduction
(Dunn & Dunn,1979)
Teachers teach the way they learned.
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Introduction
Student s from different cultures tend to exhibit different learning styles and adopted different learning approach.
( Rirchardson, 1994)
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Introduction
Purpose of the studyPurpose of the study
This study is designed to compare the learning style and learning approaches of Chinese and American pre-service teachers.
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ParticipantsParticipants
Methodology
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Methodology
InstrumentInstrument
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Methodology
QuestionnairesQuestionnaires
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Methodology
Perceptual learning style questionnaire(PLSQ)
2. Tactile
1.Visual
3. Auditory
4. Kinaesthetic 5. Group
6. Individual
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Methodology
Study process questionnaire (SPQ)
2. Deep strategy
1. Deep motivation
3. Surface motivation
4. Surface strategy
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Methodology
ProcedureProcedure
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Variable American Chinese p Mean SD Mean SD Deep motivation
14.86 3.39 16.04 3.54 .006*Deep strategy 14.26 3.53 15.26 3.53 .021Surface motivation 12.81 3.71 13.63 3.59 .072Surface strategy 15.56 3.51 14.40 3.63 .009*
Table 1-(SPQ)
Result
<
>
Deepmotivation
Surfacestrategy
Finding of different Learning Approach
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Result
DM-Chinese > DM-American
The Chinese teacher education students are more likely to be motivated due to their intrinsic interests than the American’s
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Result
SS-American > SS-Chinese
The American teacher education students were more likely to adopt surface strategies such as narrow target and rote
learning to cope with.
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Variable American Chinese P-Value Mean SD Mean SD
Visual 12.41 3.09 11.26 2.07 .007*Tactile 12.80 3.65 13.43 2.55 .108
Auditory 13.02 2.77 13.14 2.69 .730
Kinesthetic 14.40 2.91 13.01 3.34 .000**Group 10.92 4.65 10.98 3.19 .909
Individual 12.09 4.46 12.89 3.20 .096
Table 2-(PLSQ)
Result
Kinesthetic
Visual
>>
Note: Means of 13.5 and above = major learning style preference ; means of 11.50–13.49 = minor learning style preference; means of 11.49 or less = negative learning style preference
Finding of different Learning Style
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Result
Both the Chinese ESL students and the American students were strong in kinesthetic learning style.
(Reid,1987)
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Result
American students took visual learning style as a minor rather than a major preference . (Reid , 1987)
Chinese students were strong visual learners. (Reid , 1987)
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Reflection
Advantage Special sample selection Clear explanation of statistic analysis
Disadvantage Can not find enough supports from other researchers in the conclusion section.
Thanks for your attention.Thanks for your attention.
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