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Cognitive Styles and Classroom Learningreviewed by Thomas Hatch - 1999 Title: Cognitive Styles and Classroom Learning Author(s): Harry Morgan
Publisher: Praeger Publications, Westport ISBN: 0275956849 , Pages: 200 p., Year: 1997 Search for book at Amazon.com Individual differences are everywhere. The
question that Harry Morgan addresses in Cognitive Styles and
Classroom Learning is which ones matter. In particular, which
individual differences can make a difference for students and
teachers in the classroom. Morgan answers this question by
selecting "the most commonly known cognitive styles that have been
studied by psychologists and educators" and describing how a
knowledge of these styles can "enable classroom teachers to expand
the number of ways in which children can experience teaching and
learning." (p. 2). He grounds his work in a wide range of
philosophies and theories with some special attention to the
contributions of phenomenology and a consideration of the concept
of self among black scholars. He focuses particularly on the
implications of research on cognitive styles for "critical
pedagogy," problem-based learning, and related educational
approaches.
In the process, rather than justifying the importance of basing
educational practices on a particular version of cognitive styles,
Morgan implies that a number of different versions of cognitive
styles can coexist. In... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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