Learning Styles Hypothesis, Knowledge Co-construction, and Epistemic Games in
Abstract
This paper is a descriptive exploration of the prescriptive aspect of the learning style hypothesis which posits the need to understand the learning styles of students in order to match these with the appropriate approaches to learning. Accordingly, this paper investigated the learning styles of senior high school students using the Honey-Mumford Learning Style Questionnaire (LSQ). The findings showed that all of the different learning styles measured by the LSQ were preferred by students with greater preferences leaning towards the activist and pragmatist styles. This trend did not significantly differ according to the school, sex, or age of the respondent. Just knowing the preferred learning styles of the students would be of no value in itself unless seen in terms of its implication to teaching or instruction. In which case, this paper took the stance that learning is a process of knowledge co-construction. Knowledge co-construction can have the potential to impact student learning in real terms by way of epistemic games that offer the opportunity for students to leverage the advantage of their learning styles and experiences.