Concept Maps and Learning Styles

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Peters, M., Chevrier, J., Leblanc, R. & Fortin, G. (2008). Concept Maps and Learning Styles. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3895-3898). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28925.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Authors

Martine Peters, Jacques Chevrier, Université du Québec en Outaouais, Canada; Raymond Leblanc, Université d'Ottawa, Canada; Gilles Fortin, Université Saint-Paul, Canada

Abstract

Our research examined the link between pre-service teachers’ learning styles and the importance they gave to technology in their vision of teaching and learning a language. Student teachers (n = 18) had to reflect on their vision of learning and teaching a language and create a concept map to illustrate this vision. We wanted to examine why some student teachers chose to present almost exclusively concepts related to learning while others focused on the teaching process? Yet, others indicated no relationship in their concept maps between teaching and learning a language. And was technology included in the teaching or the learning process or present in both? Profiles of pre-service teachers were established according to the types of concepts used. Our conclusions will demonstrate how through concept maps, we can see how learning styles do influence pre-service teachers’ representations of what learning and teaching a language is all about.

Keywords

• Teachers
• Languages

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