LEARNING PREFERENCES AND PROBLEM-BASED DISCUSSION SESSIONS: A STUDY WITH TURKISH UNIVERSITY MARITIME STUDENTS


Kalkan M.

SOCIAL BEHAVIOR AND PERSONALITY, vol.36, no.10, pp.1295-1302, 2008 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 36 Issue: 10
  • Publication Date: 2008
  • Doi Number: 10.2224/sbp.2008.36.10.1295
  • Journal Name: SOCIAL BEHAVIOR AND PERSONALITY
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.1295-1302
  • Keywords: problem-based learning, cognition, metacognition, learning styles, VARK
  • Dokuz Eylül University Affiliated: No

Abstract

The purpose of this study was twofold: analyzing any likely effects of problem-based discussion sessions on promoting the cognitive, affective, and psychomotor domain; and scrutinizing the effects of individual learning preferences on this promotion. A two-part questionnaire was administered. The first set of questions was based on the Higher-Order Thinking and Problem Solving Checklist (Borich, 2004). The second had 13 statements derived from Visual/Aural/Reading-Writing/Kinesthetic (VARK) Learning Preferences Questionnaire (Fleming, 2001). The data showed that problem-based discussion sessions contribute to promoting cognitive and metacognitive domains and also that the prevailing individual learning preference of the randomly chosen sample was kinesthetic, learning through self-practicing and self-experiencing.