Research report: Learning styles of biomedical engineering students
Research report: Learning styles of biomedical engineering students
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DOI：
10.1114/1.1512677
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发表时间：
2002-09-01
影响因子：
3.8
通讯作者：
Rice, J
中科院分区：
文献类型：
--
作者：
Dee, KC;Nauman, EA;Rice, J
检查学生的学习风格可以获得对学习活动、课程和课程设计有用的信息。各种各样的测量已经被用来表征学习风格，但文献中包含很少的信息，具体到生物医学工程（BMEN）的学生。因此，我们利用费尔德学习风格指数来调查杜兰大学BMEN学生的学习风格偏好。杜兰大学BMEN的学生更喜欢以视觉方式（88%的学生样本）而不是口头方式接受信息，关注感官信息（55%）而不是直觉信息，主动处理信息（66%）而不是反思，整体理解信息（59%）而不是顺序地理解信息。这些偏好在不同的群体（大一、大二等）中有所不同，女生更喜欢主动和感性的学习方式。与其他工程专业学生群体相比，我们的杜兰大学BMEN学生样本中，喜欢全球学习方式的学生比例最高。这是所有BMEN学生的普遍趋势，还是杜兰大学工程师独有的特点，还需要进一步调查。无论如何，这项研究证实了生物医学工程学生中存在一系列学习风格，并为教师提供了动机，以考虑他们的教学风格如何很好地融入多种学习风格。(C) 2002生物医学工程学会。
Examining students' learning styles can yield information useful to the design of learning activities, courses, and curricula. A variety of measures have been used to characterize learning styles, but the literature contains little information specific to biomedical engineering (BMEN) students. We, therefore, utilized Felder's Index of Learning Styles to investigate the learning style preferences of BMEN students at Tulane University. Tulane BMEN students preferred to receive information visually (preferred by 88% of the student sample) rather than verbally, focus on sensory information (55%) instead of intuitive information, process information actively (66%) instead of reflectively, and understand information globally (59%) rather than sequentially. These preferences varied between cohorts (freshman, sophomore, etc.) and a significantly higher percentage of female students preferred active and sensing learning styles. Compared to other engineering student populations, our sample of Tulane BMEN students contained the highest percentage of students preferring the global learning style. Whether this is a general trend for all BMEN students or a trait specific to Tulane engineers requires further investigation. Regardless, this study confirms the existence of a range of learning styles within biomedical engineering students, and provides motivation for instructors to consider how well their teaching style engages multiple learning styles. (C) 2002 Biomedical Engineering Society.