Adel . I . F. Mohammad The teaching/learning style is an integral part of a curriculum design.

The curriculum has 5 levels, namely curriculum ideas, formal curriculum, instructional curriculum, operational curriculum, experiential curriculum and the style of the study is part of the experiential curriculum related to students, besides that teachers also have involvement in this level of curriculum to provide learning experiences to students

Curriculum is the plan of wholistic activities during a level of education for the student-transaction by the teacher in a schooling system

Style of study is a pattern of learning process developed by a learner in course of learning for mastering the the content areas.

El currículo se refiere al plan de estudios o programa de estudios que se establece para un determinado nivel educativo o asignatura. Incluye los objetivos, contenidos, métodos de enseñanza y evaluación que se utilizarán para impartir conocimientos y habilidades a los estudiantes.

Por otro lado, el estilo de estudio se refiere a la manera en que cada estudiante aborda el proceso de aprendizaje. Incluye las técnicas, hábitos y preferencias personales que utiliza para adquirir y procesar la información. El estilo de estudio puede variar de una persona a otra y puede depender de factores como la motivación, la concentración, la organización y la forma en que se procesa la información.

The curriculum is basically the roadmap of what students need to learn. It includes all the subjects, topics, and materials that are planned out for a course or program. Think of it as the blueprint for education, outlining what needs to be covered and the goals to be achieved.

On the other hand, the style of study is about how students and teachers go about the learning process. This includes the different methods and techniques used in the classroom.

For example, some students might learn best through visual aids like videos and charts, while others might prefer hands-on activities or group discussions. Teachers also have their own styles, such as giving lectures, facilitating discussions, or guiding project-based learning.

In short, the curriculum is the WHAT of education, detailing the content and objectives, while the style of study is the HOW focusing on the methods and approaches used to teach and learn.

In the realm of academia, the distinction between curriculum and study style is a critical aspect that often goes unnoticed, yet it holds profound implications for the effectiveness and outcomes of the educational process. The curriculum, as defined by Dewey, encompasses the content, objectives, and methods employed in the classroom, while the study style refers to the individualized approaches students adopt to engage with and comprehend the material.

Numerous studies have explored the significance of learning styles in the academic setting. The cognition-centered approach, for instance, examines how individuals process information and utilize various cognitive strategies to acquire knowledge. Similarly, the personality-centered approach delves into the psychological factors that shape a student's preferred learning modalities.

The connection between learning styles and academic performance has been a subject of considerable debate. While some research suggests that catering to students' learning preferences can enhance their learning outcomes, other studies have questioned the validity and reliability of learning style instruments. Nonetheless, it is widely acknowledged that an awareness of diverse learning styles can inform pedagogical practices and create a more inclusive and effective learning environment (Hawk & Shah, 2007).

Interestingly, the literature also highlights the importance of considering the interplay between curriculum and study style. For instance, a student's preferred learning approach may influence their ability to engage with the content and successfully navigate the curriculum. Conversely, the structure and delivery of the curriculum can shape the strategies students employ to absorb and retain information (Zhukov, 2007) (Holland, 1982).

Therefore, it is evident that the curriculum and study style are distinct yet interconnected components of the educational experience. Understanding and addressing this dynamic can lead to more personalized and effective instructional methods, ultimately empowering students to reach their full academic potential.

References

Hawk, T F., & Shah, A. (2007, January 1). Using Learning Style Instruments to Enhance Student Learning. Wiley-Blackwell, 5(1), 1-19. https://doi.org/10.1111/j.1540-4609.2007.00125.x

Holland, R P. (1982, April 1). Learner Characteristics and Learner Performance: Implications for Instructional Placement Decisions. SAGE Publishing, 16(1), 7-20. https://doi.org/10.1177/002246698201600103

Zhukov, K. (2007, January 31). Student learning styles in advanced instrumental music lessons. Taylor & Francis, 9(1), 111-127. https://doi.org/10.1080/14613800601127585

Yes, there is a difference between a curriculum and the style of study. A curriculum refers to the overall structure and content of a course or program of study, including the topics covered, the learning objectives, and the sequence of lessons. On the other hand, the style of study refers to the specific methods, approaches, and techniques that a student uses to learn and understand the material presented in the curriculum. This may include things like note-taking strategies, study habits, preferred learning formats, and other individualized approaches to learning.

من وجهة نظري ان المنهج هو اوسع بالمفهوم من الاسلوب فالمنهج عادة ما يمثل خريطة الطريق لأي دراسه تحدد الاطار العام له ولبلوغ تمام الخطه لابد من اساليب متبعه تسهل تحقيق الهدف فمثلاً في منهج دراسة الحاله تحتاج الى اساليب المسح الميداني المختلفه كاستمارة الاستبانه والملاحظة الشخصية والمقابلات الشخصية