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Sternberg-Wagner thinking styles: a research tool in social science didactics

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10.3926/jotse.422
 
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hdl:2117/125199

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Martínez Romera, Daniel David
Document typeArticle
Defense date2018-09
PublisherOmniaScience
Rights accessOpen Access
Attribution-NonCommercial-NoDerivs 3.0 Spain
This work is protected by the corresponding intellectual and industrial property rights. Except where otherwise noted, its contents are licensed under a Creative Commons license : Attribution-NonCommercial-NoDerivs 3.0 Spain
Abstract
Due to its nature, the teaching of social sciences and the way of thinking of teachers and students maintain a complex, if not delicate relationship. Personal viewpoints and affinities on issues like gender, how things must be done or arranged in class could have a strong influence on the development of a subject. To understand this in a given context, we propose Sternberg-Wagner test analysis and data mining as class tool to identify student behavior patterns and its influence on selected variables (scores, gender, choice of small group for class tasks). As the study shows, significant differences have been detected between sexes as to the form they prefer to do a task, and the way they conceive it. Knowing this can help to better class planning, insofar identifies strengths and weaknesses that otherwise might not have been detected
CitationMartínez Romera, D. D. Sternberg-Wagner thinking styles: a research tool in social science didactics. "JOTSE: Journal of Technology and Science Education", Setembre 2018, vol. 8, núm. 4, p. 398-407. 
URIhttp://hdl.handle.net/2117/125199
DOI10.3926/jotse.422
DLB-2000-2012
ISSN2013-6374
2014-5349
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