Learning style can be defined as how a student learns and likes to learn. Many factors are involved in defining how an individual will learn most easily. Artists and scientists use many of the same cognitive and perceptual skills in creatively exploring their fields. If the practice of art and science is similar, is it being taught in similar ways? The author explores models of learning style theory, and observes biology and art classrooms at a secondary school. Observations reveal two instructors presenting material in ways that they hope will make learning easy for students with a diversity of learning style modalities. While these students experience information in many ways, many students still are being poorly served. Interaction of a particular instructor's teaching style and a given student's learning style may serve to discourage certain able and promising potential artists and scientists from further studies in these fields.
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