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ERIC Number: EJ882744
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1360-1431
Preferential Learning Styles as an Influencing Factor in Design Pedagogy
Leahy, Keelin; Gaughran, William; Seery, Niall
Design and Technology Education, v14 n2 p25-44 2009
Design is a discipline which involves many domains, skills and professions. Design practice in Technology education in the Irish second level (high school) context is not a representation of the professional realm of design. Design education in the Irish second level system is generally structured on a linear design process and associated assessment criteria. Both the linear process and assessment criteria are stifling creative design outcomes. In an attempt to improve design teaching and learning, and thus students design ability, consideration of students preferred mode of learning has been investigated. Educators have attempted to improve instruction through the influential adaptation of pedagogy intervention in the context of learning and cognitive styles of students (Cook 2008). This paper addresses the need for a strategic approach to design pedagogy to be established within the Irish second level education system, with reference to student's preferential learning styles (PLS). The findings of the study identify the test cohort's preferential learning styles. It also reveals significant differences in school types and contrary to initial hypotheses some surprising findings. The preferential learning styles will be one of the prime considerations in meeting the requirement of best practice design pedagogy, where there is a "compatibility of his or her learning style and the instructor's teaching style" (Felder and Silverman, 1988, p.674). (Contains 18 tables, 13 figures and 1 footnote.)
Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland