Literature is reviewed suggesting that a child's personality determines to a large extent his or her reaction to specific methods of teaching, and even to the whole ethos and atmosphere of the teaching situation. Thus, extraverted children benefit from being taught along the lines of discovery learning, while introverted children benefit from being taught along the lines of reception learning. The apparent lack of difference in achievement in groups taught by these methods hides the large individual differences factor that appears in the interaction term. It is suggested that facts of this kind should be of considerable concern to those who design our courses for future teachers, and for teachers generally. We owe our children care in the design of methods for teaching, and personality differences play an important part in such design.
Personality and the experimental study of education
European Journal of Personality
Format: Journal Article
Publication Year: 1996
Library/Archive: Copyright © 1996 John Wiley & Sons, Ltd.
Sources ID: 22354
Zotero Collections: Contemplation by Applied Subject, Theories of Learning and Contemplation, Education and Contemplation
Theories of Learning and Contemplation
Education and Contemplation
Contemplation by Applied Subject