TAILIEUCHUNG - Sternberg-Wagner thinking styles: a research tool in social science didactics
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. | Journal of Technology and Science Education JOTSE, 2018 – 8(4): 398-407 – Online ISSN: 2013-6374 – Print ISSN: 2014-5349 STERNBERG-WAGNER THINKING STYLES: A RESEARCH TOOL IN SOCIAL SCIENCE DIDACTICS Daniel David Martínez-Romera Universidad de Málaga (Spain) ddmartinez@ Received March 2018 Accepted June 2018 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. Keywords – Didactics, Social sciences, Pre-service teacher training, Social behavior, Educational research. To cite this article: Martínez-Romera, . (2018). Sternberg-Wagner thinking styles: A research tool in social science didactics. Journal of Technology and Science Education, 8(4), 398-407. ---------- 1. Introduction This article offers a hybrid technological tool designed to collect useful data for teachers looking for assistance to take decisions about how to plan or improve their didactic strategies (Niehaus, Reading & García, 2018) in Social Science contexts. In few areas of education, the interest in knowing the impact of the teachers’ and students’ way of thinking is relevant in Social Sciences (Jamil-Asghar, 2016; .
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