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A person’s Learning Style is his/her preferred technique for receiving, analyzing and comprehending information. As these preferences vary between people, one does find among every group of students, or even teachers, a number of learning styles which actually differ from one another. However, most of these learning styles do not correspond to the traditional teaching styles. This is why only those learners who do harmonize with the dominant prevailing teaching style, can remarkably be distinguished, whereas some other learners become victims of this mismatching process. Thus, springing from this point of departure, it is essentially important to take learning styles into account in the planning and preparation stage, and in the actual teaching process. Considering learning styles precisely means transferring the control of the learning process from the teacher to the learner. This, in fact, has a crucial objective which educationalists have meant to achieve through different ways throughout the 20th century. While this paper acquaints the reader with learning styles, it also focuses on the learning styles which have a biological foundation. At the same time, it offers some instructions and advice for developing teaching styles in order to accommodate the various learning styles when the teaching process is in action. Moreover, it discusses, and in brief, only two learning style models; one of them can be used for instruction in the general education schools, while the other can be used in the faculties of science and engineering in higher education, with some instructions for conducting teaching in each model. Since the scope of the learning models is deemed important, despite its being undoubtedly vast and complicated, a separate lengthy study by the author has been provided for the discussion of the subject matter ( Sinada 2007 ). The paper briefly discusses the devices of the learning process which are mentioned in the Holy Qur’an. These are: the hearing (aural), seeing (visual) and Fu ’ad tools. It is also introduces the characteristics and functions of the Fu ’ad and the heart which have been directly derived from the Holy Qur’an, and specifies their relationship with the biological models ( it was shown that the Fu’ad is the brain ). However, this Holy Qur’an model needs to be studied in more depth. There is more detailed information of this in the author's work awaiting publication ( Sinada 2007 ).
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