Correlation of Students’ Brain Types to Their Conceptions of Learning Science and Approaches to Learning Science
Jiyeon Park 1 * , Dongryul Jeon 2
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1 Gyeonggi science high school for the gifted
2 Seoul National University
* Corresponding Author

Abstract

Background:
The systemizing brain type and the empathizing brain type represent two contrasting student characteristics.

Materials and methods:
The present study investigated the possible differences in the conceptions and approaches to learning science between systemizing and empathizing brain type students. The instruments used were questionnaires on systematizing and empathizing quotients for measuring the brain type of each student, questionnaires on student conceptions of learning science, and questionnaires on approaches to learning science.

Results:
The data was collected from students at a Korean middle school. The results of the data showed that student conceptions about learning science through tests were negatively correlated with the systemizing quotient or systemizing brain type, but not significantly correlated with the empathizing quotient or empathizing brain type. However, the concept of learning science in terms of increasing knowledge and understanding was more positively correlated with the empathizing quotient. As for the approaches to learning science, deep motive and deep strategy were more positively related with the systemizing quotient than the empathizing quotient, while the latter was more negatively correlated with surface strategy. .

Conclusions:
Our study suggests that while students with a high systemizing quotient are more motivated to learn science, the ability to empathize is also important for successful science study.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2015.1388a

EURASIA J Math Sci Tech Ed, 2015 - Volume 11 Issue 5, pp. 1141-1149

Publication date: 25 Aug 2015

Article Views: 734

Article Downloads: 350

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