[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600576-105":59,"doc-detail-600576-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","preferential-learning-styles-as-an-influencing-factor-in-design-pedagogy","Preferential Learning Styles as an Influencing Factor in Design Pedagogy","","Design is a discipline spanning many skills and professions, yet design practice in Irish second-level Technology education often fails to reflect professional design realities. In this system, linear design processes and assessment criteria suppress creative outcomes. To improve design teaching and students’ design capability, the study investigates learners’ preferential learning styles (PLS) and proposes a strategic design-pedagogy approach. Results identify PLS patterns across the test cohort and reveal notable differences by school type.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preferential-learning-styles-as-an-influencing-factor-in-design-pedagogy/600576/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preferential-learning-styles-as-an-influencing-factor-in-design-pedagogy/600576.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is the current linear design process in Irish second-level Technology education considered limiting?","Question",{"text":112,"@type":113},"It is described as stifling creative design outcomes and not representing the professional design realm.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main purpose of investigating students’ preferential learning styles (PLS)?",{"text":117,"@type":113},"To support a strategic approach to design pedagogy by considering students’ preferred learning modes so teaching aligns better with learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the study findings indicate about preferential learning styles?",{"text":121,"@type":113},"The findings identify preferential learning styles for the test cohort and show significant differences between school types, including results contrary to initial hypotheses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600576,1792295372,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Preferential Learning Styles as an Influencing Factor in Design Pedagogy  \nKeelin Leahy, William Gaughran, Niall Seery, University of Limerick  \nAbstract  \nDesign is a discipline which involves many domains, skills and professions. Design practice in Technology education1 in the Irish second level (high school) context is not a representation of the professional realm of design. Design education in the Irish second level system is generally structured on a linear design process and associated assessment criteria. Both the linear process and assessment criteria are stifling creative design outcomes. In an attempt to improve design teaching and learning, and thus students design ability, consideration of students preferred mode of learning has been investigated. Educators have attempted to improve instruction through the influential adaptation of pedagogy intervention in the context of learning and cognitive styles of students (Cook 2008) . This paper addresses the need for a strategic approach to design pedagogy to be established within the Irish second level education system, with reference to student’s preferential learning styles (PLS) . The findings of the study identify the test cohort’s preferential learning styles. It also reveals significant differences in school types and contrary to initial hypotheses some surprising findings. The preferential learning styles will be one of the prime considerations in meeting the requirement of best practice design pedagogy, where there is a “compatibility of his or her learning style and the instructor’s teaching style” (Felder and Silverman, 1988, p.674) .  \nKey words  \nPreferential Learning Style (PLS), Pedagogy, Strategy, Design.  \nIntroduction  \nBackground to the current Irish education system  \nIn Ireland, compulsory education exists from six years of age up to sixteen years of age or three years of second level education (Education Welfare Act, 2000) . Compulsory education includes primary and secondary level. An additional, optional level of schooling exists, known as third level. The focus group for this paper is second level students.  \nSecond level education caters for approximately 360,000 students in over 750 schools. Second level education, also  \nknown as post primary education, is divided into two main cycles; junior and senior. Junior cycle involves three years of education, which is completed by a state examination, the Junior Certificate Examination, previously known as the Intermediate certificate. The age of junior cycle students ranges from approximately 12 years old to 15 years old. Students study a minimum of eight subjects in junior cycle (Department of Education and Science 2005) . The range of core and optional subjects is outlined in Table 1. The level of study for junior cycle subjects ranges from higher level, ordinary level and foundation level.  \nThe final two years of second level schools is known as senior cycle, which consists ofa choice of three programmes – the established Leaving Certificate, the Leaving Certificate Vocational Programme or the Leaving Certificate Applied. Students must participate in one of the senior cycle programmes. Senior cycle students’ age ranges approximately from 15 years old to 18 years old. Prior to the commencement of senior cycle students may partake in an additional optional year of schooling, known as the Transition Year Programme, if it is available in their school. Transition year serves the prime purpose of broadening students’ development on an educational, social and work-based experience.  \nStudents must study a minimum of five subjects in senior cycle, however to achieve entry to third level a minimum of six subjects must be undertaken. The Irish third level‘points system’ has a benchmark of 600 points. Senior cycle subjects are divided into subject departments as outlined in Table 2. The subjects available vary greatly between second level school types due to differing academic foci and socio-economic factors","cbCaiuupzYEcZqGH","https://ap.wps.com/l/cbCaiuupzYEcZqGH","pdf",352072,"English","# Abstract\n# Introduction\n## Background to the current Irish education system\n## Research context and technology education description","[{\"question\":\"Why is the current linear design process in Irish second-level Technology education considered limiting?\",\"answer\":\"It is described as stifling creative design outcomes and not representing the professional design realm.\"},{\"question\":\"What is the main purpose of investigating students’ preferential learning styles (PLS)?\",\"answer\":\"To support a strategic approach to design pedagogy by considering students’ preferred learning modes so teaching aligns better with learning.\"},{\"question\":\"What do the study findings indicate about preferential learning styles?\",\"answer\":\"The findings identify preferential learning styles for the test cohort and show significant differences between school types, including results contrary to initial hypotheses.\"}]","Preferential Learning Styles as an Influencing Factor in Design Pedagogy | PDF",1792090969]