Matching and mismatching preservice teachers' learning styles: Keys to educating for individual differences

Abstract

Learning styles of elementary education majors in biology (n=83), measured by the Myers-Briggs Type Indicator (MBTI), were compared to learning styles of students (n=673) in a general non-majors biology course. Recommendations for courses for elementary education majors were made, which included incorporating student-led demonstrations and presentations, a study schedule, instruction with personal involvement, television, films and audiovisuals. A program which taught psychological (MBTI) type theory and matched and mismatched students' learning styles was incorporated into a biology course for elementary education majors to educate them in individual differences. The program facilitated an increase in the students' decided dominant MBTI function scores (p<.04).