Correlation of the summary method with learning styles

SARIKCIOĞLU L., ŞENOL Y., YILDIRIM F. B., HİZAY A.

ADVANCES IN PHYSIOLOGY EDUCATION, cilt.35, sa.3, ss.290-294, 2011 (SCI-Expanded) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 35 Sayı: 3
  • Basım Tarihi: 2011
  • Doi Numarası: 10.1152/advan.00130.2010
  • Dergi Adı: ADVANCES IN PHYSIOLOGY EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus
  • Sayfa Sayıları: ss.290-294
  • Anahtar Kelimeler: anatomy, visual learning, Learning Style Inventory, STUDENT, STRATEGIES, EDUCATION, ANATOMY, CLASSROOM, PROGRAM
  • Akdeniz Üniversitesi Adresli: Evet

Özet

Sarikcioglu L, Senol Y, Yildirim FB, Hizay A. Correlation of the summary method with learning styles. Adv Physiol Educ 35: 290294, 2011; doi:10.1152/advan.00130.2010.-The summary is the last part of the lesson but one of the most important. We aimed to study the relationship between the preference of the summary method (video demonstration, question-answer, or brief review of slides) and learning styles. A total of 131 students were included in the present study. An inventory was prepared to understand the students' learning styles, and a satisfaction questionnaire was provided to determine the summary method selection. The questionnaire and inventory were collected and analyzed. A comparison of the data revealed that the summary method with video demonstration received the highest score among all the methods tested. Additionally, there were no significant differences between learning styles and summary method with video demonstration. We suggest that such a summary method should be incorporated into neuroanatomy lessons. Since anatomy has a large amount of visual material, we think that it is ideally suited for this summary method.
Abstract

Sarikcioglu L, Senol Y, Yildirim FB, Hizay A. Correlation of the summary method with learning styles. Adv Physiol Educ 35: 290294, 2011; doi:10.1152/advan.00130.2010.-The summary is the last part of the lesson but one of the most important. We aimed to study the relationship between the preference of the summary method (video demonstration, question-answer, or brief review of slides) and learning styles. A total of 131 students were included in the present study. An inventory was prepared to understand the students' learning styles, and a satisfaction questionnaire was provided to determine the summary method selection. The questionnaire and inventory were collected and analyzed. A comparison of the data revealed that the summary method with video demonstration received the highest score among all the methods tested. Additionally, there were no significant differences between learning styles and summary method with video demonstration. We suggest that such a summary method should be incorporated into neuroanatomy lessons. Since anatomy has a large amount of visual material, we think that it is ideally suited for this summary method.