Approaches and thinking styles in teaching

Approaches and thinking styles in teaching

• Zhang, Lifang Dept. of Education, University of Hong Kong

Journal of Psychology, 135(5), 547-561, 2001

Heldref Publications

2001

• F 教與學
  • FA 一般教學方法、各種施教方法

Teaching Work Environment

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

In this study, the author examined the relationship between teaching approaches and thinking styles in teaching. The study parallels previous investigations (Zhang, 2000a, 2000b; Zhang & Sternberg, 2000) of students' learning approaches and thinking styles in learning. Seventy-six in-service teachers from Hong Kong responded to the Approaches to Teaching Inventory (K. Trigwell & M. Prosser, 1996) and the Thinking Styles Inventory in Teaching (E. L. Grigorenko & R. J. Sternberg, 1993) as well as to a range of questions designed to assess the participants' perceptions about their work environment. It was concluded that approach and style are two overlapping constructs with different labels. The differences between approach and style are in degree, but not in kind.
[Copyright of Journal of Psychology is the property of Heldref Publications.]

• 英文

期刊論文

• 00223980

https://bibliography.lib.eduhk.hk/tc/bibs/5ede4b00

2010-11-24