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for learning strategies concerns the learning styles (Cleeton, 2000). Those same nine steps were supported in the literature of problem solving.

It is clear that the concepts of style and strategy are different from each other. Sixth and eighth grade students (n 302) solved 10 two-step, routine word problems using the step by step plan.

oceedings{lDI, title {Individual differences in learning strategies and external .

oceedings{lDI, title {Individual differences in learning strategies and external representations}, author {Lorraine Cleeton}, year {2000} }. Lorraine Cleeton. It is also about how learning strategies that are not specifically taught and in this thesis called 'representations' are used by individuals to work out problems. There are two parts to the thesis.

Individual difference variables and learning performance. Indmdual difference variables. Verbal Ability and Gender Auditory and Speech Abilityand Gender Spatial Abilityand Gender. Visuo-spatial Ability Memory and Gender. It discusses the history of problem solving, external representations, gender and the use of representation in problem solving, spatial abilityand representations, mathematicalproblem solving and representations, and age and the use of representations in problem solving. Chapter Four presents two studies which reflect the areas of investigation outlined at the end of Chapter Three.

Supporting the use of external representations in problem solving: the need for flexible learning environments. Metacognition in learning and instruction. The Netherlands: Kluwer Academic Publisher. Journal of Artificial Intelligence in Education, 6, 239–302. Cramer, . & Henry, A. (2002).

Within an increasingly multimedia focused society, the use of external representations in learning .

Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically. The contributions in this book explore: how we can theorise the relationship between processing internal and external representations what perceptual and cognitive restraints can affect the use of external representations how individual differences affect the use of external representations how we can combine external representations to maximise their impact how we can adapt representational tools for individual differences.

Learning Problem-solving Strategies by Using Games: A Guide for Educators and Parents. 2. To help students better understand problem-solving strategies and to increase their repertoire of and use of problem-solving strategies. Eugene, OR: Information Age Education. org/Learning Problem-solving Strategies by Using Games: A Guide for Educators and Parents. This includes: a. Learning about low-road (essentially, rote memory) and high-road transfer of learning, especially as they apply to problem solving.

Learning strategies are the ways in which students learn, remember . 6. Verbal or linguistic learners: They prefer using words, both in speech and writing.

Learning strategies are the ways in which students learn, remember information and study for tests. 4. Social or interpersonal learners: They prefer to learn in groups or with other people. They have the ability to understand others’ feelings and intentions. 5. Solitary or intrapersonal learners: They prefer to work alone and use self-study. They have the ability to understand well their feelings, strengths and weaknesses. 7. Logical or mathematical: They prefer using logic, reasoning and systems.

Then a taxonomy of vocabulary learning strategies will be proposed and the . COG Verbal repetition 76 84 COG Written Repetition 76 91 COG Word Lists 54 67 COG Flash Cards 25 65 COG Take notes in class.

Then a taxonomy of vocabulary learning strategies will be proposed and the individual strategies discussed in more detail. Poor learner' subjects used few strategies and showed little awareness of how to learn new words or how to connect the new words to old knowledge. COG Verbal repetition 76 84 COG Written Repetition 76 91 COG Word Lists 54 67 COG Flash Cards 25 65 COG Take notes in class 64 84 13 COG Use the vocabulary section in your textbook 48 76 COG Listen to tape of word lists - -. COG Put English labels on physical objects - -. COG Keep a vocabulary notebook