- Volume 33 Issue 4
DOI QR Code
An Analysis on the Relation of Elementary Students' VARK Styles and Scientific Communication Skills
초등학생의 VARK 학습양식과 과학적 의사소통 능력의 관계
- Ha, Ji-Hoon (Gyeonggi Kojan Elementary School) ;
- Shin, Youngjoon (Gyeongin National University of Education)
- Received : 2014.10.10
- Accepted : 2014.11.21
- Published : 2014.11.30
The purpose of this study was to confirm correlation between elementary school students' VARK Learning styles test and Scientific Communication Skills through VARK questionnaire (version 7.3) for Youngers and Scientific Communication Skills Test. The subjects were 99 in 6th grade students of an elementary school located in Gyeonggi-do, Korea. The results of this study were as follows: 64% of the students had multiple learning styles, but only 36% of the students preferred a single mode of information presentation. Among students had a single mode preference, the aural ("A") was the highest unimodal preference. Among "V(visual)" mode, "A" mode, "R(read/write)" mode, and "K(kinesthetic)" mode, "A" mode was the commonest learning mode which students had. In Scientific Communication Skills Test, students' overall average was 26.19p [scientific explanation type (11.85p), scientific insistence type (14.34p)]. Girls' scores were higher than boys in scientific explanation type, but not in scientific insistence type. The scores by communication forms were Text (5.67p), Number (6.87p), Table (6.15p), and Picture (7.49p). Girls' scores were higher than boys in Text and Picture forms but not in Number and Table forms. In result of correlation analysis (Spearman's rho) between VARK Learning Styles and the types & forms of Scientific Communication Skills, there were common correlation in "Read/write (R) learning style-Scientific insistence type", "Read/write (R) learning style-Grounds of Scientific insistence", "Read/write (R) learning style-Description of Scientific explanation", and "R learning style-Text form".
learning preferences;learning styles;VARK;scientific communication skills;elementary student
- Blevins, S. (2014). Understanding learning styles. MEDSURG Nursing, 23(1), 59-60.
- Choi, H. J., Hong, Y. H., Lee, J. N., Kwon, M. R., Seo, S. O., Kim, J. T. & Kwon, J. S. (2005). Degree of cognitive conflict by learner personality and the method of presenting anomalous data in science learning. Journal of the Korea Association for Science Education, 25(4), 441-449.
- Dunn, R. S. & Dunn, K. J. (1979). Learning styles/teaching styles: Should they… Can they… Be matched?. Educational Leadership, 36(4), 238-244.
- Ehrman, M. E., Leaver, B. L. & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330. https://doi.org/10.1016/S0346-251X(03)00045-9
- Fleming, N. D. (1995). I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer, A. (ed.) Research and development in higher education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia 18, 308-313.
- Fleming, N. D. (2006). Teaching and learning styles: VARK strategies. 2nd Ed. Christchurch, New Zealand: N. D. Fleming.
- Fleming, N. D. (2014). The VARK Questionnaire: How Do I Learn Best?, Retrieved 24, September, 2014, from http://www.vark-learn.com/english/page.asp?p=younger/
- Fleming, N. D. & Baume, D. E. (2006). Learning styles again: VARKing up the right tree. Educational Developments, 7(4), 4-7.
- Fleming, N. D. & Mills, C. (1992). Not another inventory rather a catalyst for reflection. To Improve the Academy, 11, 137-143. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x
- Garvey, W. D. & Griffith, B. C. (1972). Communication and information processing within scientific disciplines: Empirical findings for psychology. Information Storage and Retrieval, 8(3), 123-136. https://doi.org/10.1016/0020-0271(72)90041-1
- Hall, E. & Moseley, D. (2005). Is there a role for learning styles in personalised education and training?. International Journal of Lifelong Education, 24(3), 243-255. https://doi.org/10.1080/02601370500134933
- Han, K. S. & Kim, H. J. (2010). The relationship between thinking styles and learning styles of gifted children in elementary school. Journal of Gifted/Talented Education, 20(1), 239-316.
- Han, S. K. & Han, H. S. (2009). Correlation analysis on scratch-based instructional effectiveness and learning style of elementary school students. Korea Association of Information Education, 13(3), 351-358.
- Hawk, T. F. & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19. https://doi.org/10.1111/j.1540-4609.2007.00125.x
- Jeon, S. S. (2013). Development of scientific communication skills test for elementary school students. Unpublished Doctoral Dissertation, Korea National University of Education.
- Jeon, S. S. (2014). A comparison analysis of scientific communication skills between gifted students and general students. Journal of Gifted/Talented Education, 24(1), 149-164. https://doi.org/10.9722/JGTE.2014.24.1.149
- Kim, A. Y. (2012). Investigating the effectiveness of computerassisted language learning (CALL) in improving pronunciation: A case study. The Korea Association of Multimedia-Assisted Language Learning, 15(3), 11-33.
- Kim, J. Y. & Kim, S. J. (2013). An analysis of Korean elementary school students' science achievement in TIMSS 2011. Journal of the Korean Society of Elementary Science Education, 32(4), 423-436.
- Lee, S. D., Won, J. G. & Kim, K. M. (2007). The comparison of general students, and the mathematics gifted, and the science gifted in learning style and preference of instructional methods. Journal of Gifted/Talented Education, 6(2), 107-128.
- Lee, H. S., Bae, J. H. & So, K. H. (2012). The effects of elementary science teaching program strengthening scientific communication skills. Biology Education, 40(1), 97-108. https://doi.org/10.15717/bioedu.2012.40.1.97
- Lee, W. K. & Seo, H. A. (2014). The relationship between learning styles and self-regulated learning abilities in elementary school students. Teacher Education Research, 53(1), 193-203. https://doi.org/10.15812/ter.53.1.201403.193
- Leite, W. L., Svinicki, M. & Shi, Y. (2009). Attempted validation of the scores of the VARK: Learning styles inventory with multitrait-multimethod confirmatory factor analysis models. Educational and Psychological Measurement, 70(2), 323-339.
- Lujan, H. L. & Dicarlo, S. E. (2006). First-year medical students prefer multiple learning styles. The American Physiological Society, 30, 13-16.
- Min, H. S. (2012). Analysis of activities in elementary school English textbooks based on learners's learning styles. Master's Theses, Seoul National University of Education.
- Ministry of Education. (2014). Elementary school 4th grade science teacher's guide. Seoul: Mirae-N.
- Muhaidib, N. S. (2011). Different learning styles used by Saudi female English second language learners. Ekev Akademi Dergisi, 15(46), 435-449.
- National Academy of Science (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C.: The National Academies Press
- Park, A. & Kim, Y. K. (2014). The effects of STEAM program on the scientific communication skills and the learning flow of elementary gifted students. Journal of the Korean Society of Elementary Science Education, 33(3), 439-452. https://doi.org/10.15267/keses.2014.33.3.439
- Prithishkumar, I. J. (2014). Understanding your student: Using the VARK model. Journal of Postgraduate Medicine, 60(2) 183-186. https://doi.org/10.4103/0022-3859.132337
- Rea, L. M. & Parker, R. A. (2005). Designing & conducting survey research a comprehensive guide (3rd Edition). San Francisco, CA: Jossey-Bass.
- Robertson, L., Smellie, T., Wilson, P. & Cox, L. (2011). Learning styles and fieldwork education: Students' perspectives. New Zealand Journal of Occupational Therapy, 58(1), 36-40.
- Sharp, J. G., Bowker, R. & Byrne, J. (2008). VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education, 23(3), 293-314 https://doi.org/10.1080/02671520701755416
- Woo. J., Rhee, H. Y. & Choi, H. Y. (2012). The relation between learning style and preferred type of laboratory instruction of academically talented high school students'. Journal of the Korea Association for Science Education, 32(2), 306-319. https://doi.org/10.14697/jkase.2012.32.2.306
- An Analysis of Multimedia Materials in E-works (E-book) of Elementary Science Textbook vol.35, pp.1, 2016, https://doi.org/10.15267/keses.2016.35.1.065
- An Analysis of Illustrations in the 2009 Revised Elementary School Science Textbooks: Focus on Functions of Illustrations and Roles on 5E Inquiry Learning Process vol.35, pp.3, 2016, https://doi.org/10.15267/keses.2016.35.3.305