Exploring Chemistry Educators' Insight into Cognitive Styles and Related Teaching Strategies

Siya An; Soo Boon Ng; Jia Gao; Wen Tao Wang

doi:10.21834/e-bpj.v9i27.5724

Authors

Siya An Faculty of Education, Language, Psychology and Music, SEGi University, Kota Damansara, Malaysia
Soo Boon Ng Faculty of Education, Language, Psychology and Music, SEGi University, Kota Damansara, Malaysia
Jia Gao Graduate School of Business, SEGi University, Kota Damansara, Malaysia
Wen Tao Wang College of Economics and Business Administration, Chongqing University, China

DOI:

https://doi.org/10.21834/e-bpj.v9i27.5724

Keywords:

Cognitive styles, Chemistry education, Teaching strategies, Teacher knowledge

Abstract

This study, using quantitative research, surveyed 120 middle school chemistry teachers in Zunyi City, Guizhou Province, China, assessing their awareness of cognitive styles and related teaching strategies. Results revealed a low level of overall knowledge(M=2.31), and moderate familiarity with cognitive styles (M=2.34) among the Chemistry teacher. Improvement is needed in teaching strategies based on cognitive styles (M=2.30), learning characteristics of students with varied cognitive styles (M=2.25), and emphasizing cognitive styles (M=2.31). The study recommendations include enhancing teachers' understanding of cognitive styles and teaching strategies, aiming to improve the quality of student learning and life.

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