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Purpose ? The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students'' questions in the process of constructing knowledge, and investigate the relationship between students'' questions, approaches to learning, and learning styles. Design/methodology/approach ? The questions raised by 100 first-year chemistry students in Science and Engineering courses at the University of Aveiro, Portugal, were collected. These students were invited to complete Kolb''s Learning Styles Inventory (LSI) and were observed during diverse class activities. Ten of these students were then selected for interview. Findings ? The paper finds that the data enable the placement of students at different stages of learning development, at an ?acquisition?, ?specialisation? or ?integration? phase. The ten interviews confirm the results of the LSI survey, and indicate that these students show either ?deep? or ?surface? approaches to learning, with evidence of a meso approach (intermediate between the two, with characteristics of both). The paper concludes that it is possible to relate students'' questions to their learning styles and approaches to learning. Students, who show a surface approach and stay within the acquisition stage, tend to formulate low-level questions. Students at the other end of this continuum seem disposed to ask higher-level questions. Research limitations/implications ? The generalisability of the overall study is limited because of the few students involved in the interviews. However, there are some clear pointers here for the relationship between the level of students'' question asking and increasing sophistication in learning. Practical implications ? Appreciating the diversity of learners, and their approaches to learning, enhances the possibilities of improving the quality of teaching at this level. Originality/value ? This paper expands on two congruent models that are frequently considered separate and distinct. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to explore the field of learning, learning style, meta-cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation. Design/methodology/approach ? The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process. Findings ? The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta-cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self-efficacy. Originality/value ? The paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self-efficacy and salutogenesis. [ABSTRACT FROM AUTHOR]

Purpose ? The purpose of this paper is to provide a new approach towards the understanding of teacher-student relationships in the context of management education in China, and to promote collaborative learning. Design/methodology/approach ? The paper critiqued the current model of management education in China and highlight the reasons from a cultural and historical perspective. With examples from her teaching practices the author argued why a new teacher-student relationship is necessary in developing China's future managers. Findings ? Creativity and innovativeness of Chinese learners can be fostered by a collaborative approach of teaching and learning. Practical implications ? Management educators in China need to challenge their deeply held assumptions about teaching and learning, and actively experiment with new approaches towards developing students' critical thinking ability and creativity rather than reinforce the established power relations between teacher and student. Originality/value ? This paper offers a new perspective towards understanding teacher-student relationships in China which has the potential to transform both teachers and students, and to contribute to the development of a new generation of competent Chinese managers. [ABSTRACT FROM AUTHOR]