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Session 2793

Learning-Style, Oriented Web-Based Support Modules for K-12 Education Douglas M. Mattox, Bahador Ghahramani

Ceramic Engineering Dept., University of Missouri-Rolla, Rolla, MO/ Engineering Management Dept., University of Missouri-Rolla, Rolla, MO

Abstract

Recognition of the importance of learning styles in math and science education holds the promise of improving education delivery in grades K-12. It is felt that teachers and students in K-6 are at the greatest disadvantage in having learning-style oriented lesson presentations, due in part, to the general absence of math and science specialists in these grades. Because classroom instruction may now be linked to unlimited virtual resources through ready connection to the worldwide web, the potential exists to bring extensive math and science expertise to the support of teachers and students in math and science education. To begin to realize this potential we are developing web-based teaching science concept modules for students and teachers alike, which are oriented to the four most widely recognized learning styles of students. Developing modules will be systematically keyed to existing, public school lesson plans, therein serving as reference sources for teachers and follow-up sites for students with web access. Self-paced, follow-up learning can take place according to the student’s learning style preference. The resources will be continuously expanded through ongoing, age-targeted, learning-style, oriented submissions, both invited and volunteered by educators at large.

Introduction

There is increasing concern to find improved delivery systems and concepts for K-12 education. New director of the National Science Foundation, Rita Colwell, has made assisting K-12 education one of her top three priorities in her beginning tenure has Director (1). She is particularly sensitized to the issue of differing learning styles among children. Her concern isn’t new, but echoes earlier studies by Dunn and Dunn (2). McCarthy (3) developed a four-style model, which has received considerable acceptance, although others do not consistently use the summary names.

Studies by Harb (4) and others show that science majors have rather limited learning style preferences. Of the science majors who become teachers, their preferred learning styles are found to be even narrower, and consequently, they tend teach and write texts according to their narrow learning-style preference. This affects the non-science major, middle school teachers in that they may not have teaching training and resources compatible with their preferred learning and teaching sciences. Thus, they may not teach with the confidence they

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Mattox, D., & Ghahramani, B. (2000, June), Learning Style Oriented, Web Based Support Modules For K 12 Education Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8541