Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study Article Swipe
Agustiani Putri
,
Abdur Rahman As’ari
,
Purwanto Purwanto
,
Sharifah Osman
,
Selly Anastassia Amellia Kharis
·
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.12973/eu-jer.13.2.479
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.12973/eu-jer.13.2.479
Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.
Related Topics
Concepts
Learning styles
Mathematics education
Psychology
Situational ethics
Cognitive style
Style (visual arts)
Kinesthetic learning
Class (philosophy)
Qualitative research
Visual learning
Teaching method
Strengths and weaknesses
Pedagogy
Cognition
Social psychology
Computer science
Sociology
Social science
Archaeology
History
Artificial intelligence
Neuroscience
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.12973/eu-jer.13.2.479
- https://pdf.eu-jer.com/EU-JER_13_2_479.pdf
- OA Status
- gold
- Cited By
- 1
- References
- 71
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4390654603
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4390654603Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.12973/eu-jer.13.2.479Digital Object Identifier
- Title
-
Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case StudyWork title
- Type
-
articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2024Year of publication
- Publication date
-
2024-01-07Full publication date if available
- Authors
-
Agustiani Putri, Abdur Rahman As’ari, Purwanto Purwanto, Sharifah Osman, Selly Anastassia Amellia KharisList of authors in order
- Landing page
-
https://doi.org/10.12973/eu-jer.13.2.479Publisher landing page
- PDF URL
-
https://pdf.eu-jer.com/EU-JER_13_2_479.pdfDirect link to full text PDF
- Open access
-
YesWhether a free full text is available
- OA status
-
goldOpen access status per OpenAlex
- OA URL
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https://pdf.eu-jer.com/EU-JER_13_2_479.pdfDirect OA link when available
- Concepts
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Learning styles, Mathematics education, Psychology, Situational ethics, Cognitive style, Style (visual arts), Kinesthetic learning, Class (philosophy), Qualitative research, Visual learning, Teaching method, Strengths and weaknesses, Pedagogy, Cognition, Social psychology, Computer science, Sociology, Social science, Archaeology, History, Artificial intelligence, NeuroscienceTop concepts (fields/topics) attached by OpenAlex
- Cited by
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1Total citation count in OpenAlex
- Citations by year (recent)
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2024: 1Per-year citation counts (last 5 years)
- References (count)
-
71Number of works referenced by this work
- Related works (count)
-
10Other works algorithmically related by OpenAlex
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