Table 1 Psychological characteristics of students’ learning
From: Methodology of determining student’s cognitive styles and its application for teaching physics
I | |
|---|---|
Student answers are poorly thought-out and hasty. | Student answers are poorly thought-out and hasty. |
Student is inclined to ignore the important but less visible details, while working with the textbook. | Student is able to focus on the important details, while working with the textbook. |
While retelling teaching material, student often misses the main point, adds unnecessary information and might get confused by it. | While retelling teaching material, student clearly highlights the main points. |
When a teacher explains teaching material, student tends to anticipate and voice teacher’s thoughts. | When a teacher explains teaching material, student tends to anticipate and voice teacher’s thoughts. |
Student solves simple problems quickly, difficult problems he solves rather quickly as well, however, solutions are often incorrect. | Student solves simple problems quickly, difficult problems he solves rather quickly as well, however, solutions are often incorrect. |
Student reads the conditions of the problem inattentively. | Student reads the conditions of the problem inattentively. |
When student receives information, he often asks to repeat the information and requests additional information. | Student seeks to manage when he is performing laboratory work in a group. |
Student can not gain knowledge out of the demonstration by himself. | Student is able to draw conclusions out of the demonstration. |
Student often hesitates, in a group work he is guided by the opinion of the others. | Student is not inclined to take someone else’s point of view when he is working in a group. |
FD | FI |
Student prepares his answers carefully and for a long time, he acts carefully. | Student prepares his answers carefully, he acts carefully as well. |
Student is inclined to ignore the important but less visible details, while working with the textbook. | Student focuses on the important details, while working with the textbook. |
While retelling teaching material, student often misses the main point, adds unnecessary information and might get confused by it | While retelling teaching material, student often clearly highlights the main points, his answers are connected and logical. |
When a teacher explains teaching material student tries to understand teacher’s train of thought and take notes. | When a teacher explains teaching material, student tries to understand teacher’s train of thought, but only take notes on the important information or writes down nothing. |
Student solves simple tasks quickly, difficult tasks he solves slowly. | Student solves simple tasks quickly, difficult tasks he solves slowly. |
Student tries to read the conditions of the problem carefully, however, even this does not help him to found the key moments for solving the problem. | Student reads the conditions of the problem carefully enough, he finds the key to problem solving without much difficulty. |
When student has a test he does not have time to complete it. | Student tends to solve problems on his/her own, he/she successfully solves problems by analogy. |
Student can not gain knowledge out of the demonstrations or experiments by himself. | Student tends to take the initiative when he does the laboratory works. |
Student demonstrates a lack of confidence, while working in a group, he is inclined to let other students to make decisions (i.e. he follows more confident students). | Student is able to draw conclusions out of the demonstrations and experiments. |
Student demonstrates confidence, resoluteness and independence. | |
R | |