The Influence of Autonomy on Students’ Thinking Skills and Attitudes in Unit-based Self-paced Learning in Elementary School Science

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Key Points

This research investigates how different learning styles in self-paced learning affect autonomy and thinking skills in elementary science education.
Three learning styles (individual, group, and individual-group) were implemented in three 5th-grade classes.
The study focused on evaluating autonomy and quality of thinking across these styles.
The individual group showed increased autonomy but lower quality of discussions compared to others.
The individual-group style resulted in higher discussion scores, especially for high-achieving students.
Combining individualized learning with collaborative approaches may enhance both autonomy and thinking skills.

Examines the impact of learning styles on students' attitudes and skills in science, suggesting improved outcomes through collaborative methods.

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Ito et al. (2026) studied this question.

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