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Feeling-Thinking Balance and Inquiry Learning

Miklikova, Hana (2018) Feeling-Thinking Balance and Inquiry Learning.

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Abstract:There are societal needs for graduates with 21st Century Skills and Inquiry Skills. There is a knowledge gap regarding which common learner characteristics can enhance Inquiry Performances in heterogeneous populations. Innovative research is needed to study equitable importance of Feeling and Thinking in Inquiry Learning, which could be beneficial to researchers and designers of 21st Century Curriculum. The research goal was to test whether Feeling-Thinking Balance could be considered a distinct Personality Trait in addition to Feeling and Thinking, and whether Balanced Feel-Thinkers would perform the most effectively on Inquiry Tasks. This was a quantitative research with between-groups experimental design. A convenience sample of online participants with diverse backgrounds will be recruited through social media. An Online Learning Environment with two Inquiry Tasks were especially designed for data collection purposes. MBTI measured Personality Trait, the independent variable with three levels (Feeling, Thinking and Feeling-Thinking Balance). FILE with the Inquiry Tasks measured three dependent variables (Inquiry Outcome, Process and Speed). Independent ANOVA with Post Hoc analyses showed significant differences in Inquiry Outcomes and Processes across the Feeling-Thinking Personality Trait groups. Balanced Feel-Thinkers outperformed Feelers and Thinkers in delivering the highest-quality Inquiry Outcomes for the price of more mentally resourceful Inquiry Process.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Psychology MSc (66604)
Awards:7
Link to this item:http://purl.utwente.nl/essays/74489
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