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Learning Styles in Nordic Research: Theoretical Origins and Empirical Observations on Grammar and Music: Paper presented at the ELSIN-conference 2010, Aviero, Portugal
Mid Sweden University, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0001-9182-6403
University College of Music Education in Stockholm.
2010 (English)Conference paper, Published paper (Other academic)
Abstract [en]

The term Learning Styles as become widely recognised over the past two decades, and its application is extensive throughout Scandinavia in both schools and the business sector. There are increasing calls to culturally validate, contextualize, review and critically examine this pedagogical theory. This article reports, examines and compares the two existing dissertations in Scandinavia on Dunn's Learning Styles model. As the two theses are very different in character and approach, the research-related designs are also analyzed in the light of the achieved results. This article is based on an exploratory analysis and is reanalytical; in other words, the results are based on past research and our own analytical contributions. The findings in this article have emerged in the encounter between past research and our understanding of Learning Styles theory and its practical application, after a couple of years' distance from our basic research. With the help of a linguistic and discursive perspective, the distinction between the common approaches, qualitatively and qualitatively, can be minimized and an integrative approach to Learning Styles theory can be identified. Against this background there is a discussion on challenges and opportunities to using the Learning Styles theory in Scandinavia for development and review as well as in a cultural context. The findings in this article are that Dunn's Learning Styles model can be used practically and methodically in our school culture in relation to the individualization our governing documents stipulate. The model can furthermore be modified to incorporate in its definition both theoretical knowledge and practical skills that are difficult and new. A continuous review of the model, however, demands a broad, single methodological perspective.

Place, publisher, year, edition, pages
2010.
Keywords [en]
Dunn & Dunn Learning Styles Model, grammar, individualization, learning styles, methodological, music
National Category
Psychology
Identifiers
URN: urn:nbn:se:miun:diva-12118OAI: oai:DiVA.org:miun-12118DiVA, id: diva2:356602
Available from: 2010-10-13 Created: 2010-10-13 Last updated: 2016-09-29Bibliographically approved

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Boström, Lena

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf