Learning Styles In The Physics Classroom: A Research Informed Approach

Abstract

This paper explores relevant research documenting that a learning-style approach in the classroom leads to enhanced learning gains. Particular emphasis will be placed on the Dunn and Dunn Learning Style Model. The basic tenets of this learning-style model are highlighted. The Dunn and Dunn model forms the basis of the Productivity Environmental Preference Survey (PEPS) which is a valid and reliable learning-style identification instrument. The PEPS is currently being used as a research tool within the introductory physics course for non-majors at American University. Two teaching approaches that have been developed based on a learning-style approach will be shared. These approaches include the use of writing as well as interactive, live online chats using Blackboard technologies. Ideas for effective adaptation of these approaches by educators in other branches of science, as well as mathematics, engineering, and technology (SMET) education are discussed. I. INTRODUCTION