Titiloye Victoria Moji, Scott Anne Hiller
Downstate Medical Center, Occupational Therapy Program, Brooklyn, NY, 11203.
Occup Ther Health Care. 2002;15(1-2):145-55. doi: 10.1080/J003v15n01_14.
SUMMARY Methods of optimizing students' learning have been a major concern of educators over time. If occupational therapy educators know the students' learning styles at the onset of their training, teaching can be designed to enhance students' optimal learning throughout their education. This study determined learning styles of 201 junior students (age range = 18-57, mean age = 30.9), enrolled in an urban occupational therapy program from 1990 to 1999. Kolb's Learning Style Inventory, a 12-item questionnaire, was administered to the students in the spring of their junior years. Their learning styles were determined using Kolb's criteria. Results yielded: variations in students' preferred learning styles in each class from year to year; higher percentage of convergers (mean = 35%), fewer divergers (mean = 18%). Overall, students were mostly convergers (mean = 35%) and assimilators (mean = 25%). Applications of the findings to teaching students are discussed.
摘要 长期以来，优化学生学习方法一直是教育工作者主要关注的问题。如果职业治疗教育工作者在学生培训开始时就了解他们的学习风格，那么就可以设计教学方法，以在整个教育过程中提高学生的最佳学习效果。本研究确定了1990年至1999年期间就读于城市职业治疗项目的201名大三学生（年龄范围=18 - 57岁，平均年龄=30.9岁）的学习风格。在大三学生的春季学期，对他们进行了科尔布学习风格量表测试，这是一份包含12个项目的问卷。根据科尔布的标准确定了他们的学习风格。结果显示：每年每个班级的学生偏好学习风格存在差异；聚合型学习者的比例较高（平均=35%），发散型学习者较少（平均=18%）。总体而言，学生大多是聚合型学习者（平均=35%）和同化型学习者（平均=25%）。本文讨论了这些研究结果在教学中的应用。
