Do student and faculty learning styles differ in the chemistry classroom?

CHED 425

Hanna L. Kolzow, kolhan@bethel.edu, Bethel University, 3900 Bethel Dr., PO 1438, St. Paul, MN 55112 and Ashley B. Mahoney, amahoney@bethel.edu, Department of Chemistry, Bethel University, 3900 Bethel Dr, St. Paul, MN 55112.
The importance of student learning styles in education has been thoroughly researched and has shown that students retain and understand information most effectively when their learning style is utilized. Research has also agreed that the role of the educator is to best meet the needs of the students by including a variety of learning techniques. When student learning styles are considered in teaching, greater motivation, deeper understanding, and clearer communication occurs in the learners. Recognizing the importance of learning styles in education, the authors desired to examine student learning styles in different student populations enrolled in chemistry courses. This study compares the learning styles of chemistry faculty to nursing, elementary education, science, and chemistry majors using the Felder-Soloman Index of Learning Styles inventory. Initial results and conclusions based on data analysis will be presented.
 

Undergraduate Research Poster Session: Chemical Education
11:00 AM-1:00 PM, Monday, March 26, 2007 Hyatt Regency Chicago -- Riverside Center, Poster

Division of Chemical Education

The 233rd ACS National Meeting, Chicago, IL, March 25-29, 2007