Learning styles in science education at university level: A systematic review
Albina R. Shaidullina 1 * , Natalia A. Orekhovskaya 2 , Evgeny G. Panov 2 , Marina N. Svintsova 2 , Oksana N. Petyukova 2 , Nataliya S. Zhuykova 3 , Elena V. Grigoryeva 4
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1 Almetyevsk State Oil Institute, Almetyevsk, RUSSIA2 Financial University Under the Government of the Russian Federation, Moscow, RUSSIA3 Vyatka State University, Kirov, RUSSIA4 Kazan (Volga Region) Federal University, Kazan, RUSSIA* Corresponding Author

Abstract

In this systematic review study, it is aimed to summarize the findings and reach a conclusion about the role and importance of learning styles in science education at university level from 2007 to 2023. This paper analyzed the studies related to the learning styles in science education at university level. The original studies were extracted from Scopus database, and the review of the 21 selected journal articles revealed that the common feature of the studies in both groups was that learning styles in science education had a positive effect on both cognitive and affective factors. The relation between learning styles in science education at university level and some cognitive or affective factors was investigated. While some studies have found significant differences between these two variables, some studies have concluded that there is no significant relationship. According to the detailed analysis of each 21 articles, the content of the studies was coded as name of the author and year, profile of the participants, research type and major findings. The reviewed research has numerous implications for learning styles in science education at university level.

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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: Review Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 7, July 2023, Article No: em2293

https://doi.org/10.29333/ejmste/13304

Publication date: 01 Jul 2023

Online publication date: 25 May 2023

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