Connecting learning styles and cognitive dimension in building construction education

Learning styles are not a new issue in education and much research has been conducted over past two decades. In the past, psychologists were interested in the distinction between individuals and created models based on personalities. Individual learning preferences and learning styles have been characterized in several different ways according a variety of theoretical models. In Vocational Education, learners are different characteristics from other type of education. Their learning orientation is more on job focused and they prefer to learn by doing than by attending lectures, writing or reading. However, the cognitive dimension is still need to measure their ability in their learning especially at school level. This article focused on discussion about the research finding on investigating relationship between learning styles and cognitive dimension in Vocational Education at school level. The model of Felder-Silverman Learning Styles (FSLS) and Cognitive Dimension (CD) in Building Construction Subject (BCS) in Vocational Schools are highlighted in this discussion. FSLS contained four dimension of learning styles; processing, perception, input and understanding while the cognitive dimension focused on cognitive level in Taxonomy Bloom and Anderson & Krathwohl Taxonomy. The analysis based on relationship between each dimension of FSLS and students’ achievement derived from cognitive level in BCS. The detail explanation in this article in dimension of learning styles with students’ preferences on how they learned BCS rooted in knowledge, skills and problem solving used taxonomies. In summary, the discussion identified which type of vocational students tend to be and how to accommodate learning styles with students’ cognitive abilities. The link of learning styles and cognitive illustrated in this paper could act as a guideline teachers to facilitate students to learn more effectively.