Visual learners internalize concepts more deeply when they are able to actually witness an experiment. They benefit from graphs, diagrams and photos that accompany lectures. Most Western students tend to be visual learners, yet university-level science classes tend toward verbal instruction. Verbal learners respond well to spoken descriptions, written descriptions and formulas. Visual learners prefer to be shown concepts while verbal learners prefer concepts to be described.
Sensing learners prefer to take in new information through the five senses. They want to be able to learn by using their ability to see, hear and touch the subjects they are studying. Sensing learners benefit from hands-on experiments. Intuitive learners pick up new knowledge through memory, imagination and reflecting on ideas. Intuitors prefer interpretations of facts on a theoretical basis and may learn best from applying lectures to hypothetical situations. University science classes often focus on abstract concepts, putting intuitive learners at an advantage.
Inductive learners prefer to learn the basics of a concept through examples, experiments and observations, and are more comfortable learning the overarching theories and principles after these basics. Deductive learners prefer being introduced to the theories first and are more comfortable learning examples when they know what they are supporting. Deductive learners are inclined toward structured presentations while inductive learners tend toward less structure. Most college science courses take a deductive approach, yet inductive instruction promotes deeper learning.
Sequential learners tend to absorb information in smaller pieces and in a way that clearly connects these pieces together. Global learners can take in information from a wide range of areas within a given subject, making connections through leaps of understanding that are less consistent. Sequential learners pick up information in an orderly and predictable way while global learners tend to be more spontaneous in learning. College science courses are sequential in nature, yet global learners can be effective and creative researchers.
Active learners are likely to internalize concepts and information while they are engaged in a learning process, such as during an experiment, a lecture or while discussing topics with classmates. Reflective learners require some time and space in order to digest the material and may put the pieces together the next day while driving or a week later during lunch. Active learners prefer learning in group situations while reflective learners work best alone or in pairs. University science classes rarely provide time for reflection or active participation opportunities, catering very little to either group.