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Temel Kimya Laboratuarı Dersinde Öğretmen Adaylarının Başarılarına Öğrenme Stili Tercihlerinin Etkisi

Year 2009, Volume: 3 Issue: 1, 117 - 133, 01.06.2009

Evrim Ural Alşan Evrim Ural Alşan

Abstract

Bu çalışmada, temel kimya laboratuarı dersini alan birinci sınıf fizik, kimya ve biyoloji öğretmen adaylarının öğrenme stili tercihlerinin temel kimya laboratuarı dersindeki başarılarına olan etkisi araştırılmıştır. Öğretmen adaylarının öğrenme stili tercihlerini belirlemek amacıyla Grasha-Riechmann Öğrenme Stilleri Envanteri uygulanmıştır. Öğretmen adaylarının laboratuardaki başarıları rapor, vize ve final notlarının ortalamaları alınarak hesaplanmıştır. Öğretmen adaylarının öğrenme stilleri tercihlerine göre temel kimya laboratuarı dersinde gösterdikleri başarının farklılık gösterip göstermediğini belirlemek üzere tek yönlü varyans analizi gerçekleştirilmiştir. Hangi gruplar arasında anlamlı farklılık olduğunu belirlemek amacıyla Scheffe Testi de uygulanmıştır. Çalışmanın bulguları, öğretmen adaylarının öğrenme stili tercihlerinin temel kimya laboratuarı dersinde gösterdikleri başarıyı etkilediğini göstermektedir. Çalışmada çekingen öğrenme stili tercihine sahip olan öğretmen adayları en düşük başarıyı gösterirken, bağımsız ve bağımsız/rekabetçi öğrenme stili tercihine sahip olan öğretmen adayları en yüksek başarıyı göstermişlerdir.

Keywords

Öğrenme stilleri öğretmen adayları temel kimya laboratuarı dersi başarı

References

  • Beck, C. R. (2001). Matching Teaching Strategies to Learning Style Preferences. The Teacher Educator, 37(1), 1–15.
  • Boatman, K., Courtney, R., & Lee, W. (2008). “See How They Learn”: The Impact of Faculty and Student Learning Styles on Student Performance in Introductiory Economics. The American Economist, 52( 1), 39–48.
  • Büyüköztürk, Ş. (2004). Sosyal Bilimler için Veri Analizi El Kitabı (4. Baskı). Pegema Yayıncılık, Ankara, 44.
  • Chiou, W. (2008). College Students’ Role Models, Learning Style Preferences and Academic Achievement in Collaborative Teaching: Absolure versus Relativistic Thinking. Adolescence, 43(169), 129–142.
  • Grasha, A. F. (1990). Using Traditional versus Naturalistic Approaches to Assessing Learning Styles in College Teaching. Journal on Excellence in College Teaching, 1, 23–38.
  • Grasha, A. F. (1996). Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishers, 154–158.
  • Heywood, J. (1997). An Evaluation of Kolb’s Learning Style Theory by Graduate Student Teachers during Their Teaching Practice. Paper presented at the Annual Meeting of the Association of Teacher Educators (Washington, DC, February, 1997), 38.
  • Johnson, D., Levy, F., Karsai, I., & Stroud, K. (2006). Turning the Potential Liability of Large Enrollment Laboratory Science Courses Into an Asset. Journal of College Science Teaching, 35(6), 46–51.
  • Jung, C.G. (1971) Psychological types. Princeton, NJ, Princeton University Press.
  • Kalaycı, Ş. (2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (2. Baskı). Asil Yayın Dağıtım Ltd. Şti., 133-141.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. 16. Baskı. Nobel Yayınları, Ankara, 96.
  • Keefe, J. W. (1979). Learning style: An overview. In Student learning styles: Diagnosing and Prescribing Programs. Edited by the National Association of Secondary School Principals (pp1-17). Reston, Va.: National Association of Secondary School Principals.
  • Kostovich, C. T., Poradzisz, M., Wood, K., & O’Brien, K. L. (2007). Learning Style Preferences and Student Aptitude for Concept Maps. Journal of Nursing Education, 46(5), 225-231.
  • Kumar, P., Kumar, A., & Smart, K. (2004). Assessing the Impact of Instructional Methods and Information Technology on Student Learning Styles. Issues in Informing Science and Information Technology, 1, 533-544.
  • Lang, H. G., Stinson, M. S., Kavanagh, F., Liu, Y., & Basile, M. L. (1999). Learning Styles of Deaf College Students And Instructors’ Teaching Emphases. Journal of Deaf Studies and Deaf Education, 4 (1), 16–27.
  • Loo, R. (2002). A Meta-Analytic Examination of Kolb’s Learning Style Preferences Among Business Majors. Journal of Education for Business, 77(5), 252–256.
  • Matthews, D. B. (1996). An Investigation of Learning Styles and Perceived Academic Achievement for High School Students. The Clearing House, 69, 249–254.
  • Morgil, İ., & Alşan U. E. (2007). The Relationship of Student Performance with learning Styles in Project Based Learning Applications. SEFI and IGIP Joint Annual Conference, 1-4 July, University of Miskolc, Hungary, 276.
  • Novak,S., Shah, S., Wilson, J. P. , Kenneth A. Lawson, K. A., & Salzman, R. D. (2006). Pharmacy Students’ Learning Styles before and after a Problem-Based Learning Experience. American Journal of Pharmaceutical Education, 70 (4), 1–8.
  • Orbay, M., Özdoğan, T., Öner, F., Kara, M., & Gümüş, S. (2003). Fen Bilgisi Laboratuar Uygulamaları I-II" Dersinde Karşılaşılan Güçlükler Ve Çözüm Önerileri. Milli Eğitim Dergisi, 157.
  • Peker, M., & Aydın, B. (2003). Anadolu ve Fen Liselerindeki Öğrencilerin Öğrenme Stilleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 167-172.
  • Polacek, K. M., & Keeling, E. L. (2005). Easy Ways to Promote Inquiry in a Laboratory Course the Power of Student Questions. Journal of College Science Teaching, 35(1), 52–55.
  • Rule, D. L., & Grippin, P. C. (1988). A Critical Comparison of Learning Style Instruments Frequently Used with Adult Learners. Paper presented at the Annual Conference of the Eastern Educational Research Association (Miami Beach, FL, February 24–27, 1988), 24.
  • She, H. C. (2005). Enhancing Eighth Grade Students’ Learning of Buoyancy: The Interaction of Teachers’ Instructional Approach And Students’ Learning Preference Styles. International Journal of Science and Mathematics Education, 3, 609–624.
  • Snyder, R. F. (2000). The Relationship Between Learning Styles/Multiple Intelligences and Academic Achievement of High School Students. The High School Journal, 83(2), 11– 20.
  • Spoon, J. C., & Schell, J. W. (1998). Aligning Student Learning Styles with Instructor Teaching Styles. Journal of Industrial Teacher Education, 35(2), 41–56.
  • Tuan, H., Chin, C., Tsai, C., & Cheng, S. (2005). Investigating the Effectiveness of Inquiry
  • Instruction on the Motivation of Different Learning Styles Students. International
  • Journal of Science and Mathematics Education, 3(4), 541–566.
  • Woolhouse, M., & Blaire, T. (2003). Learning Styles and Retention and Achievement on a Two-year A-Level Programme in a Further Education College. Journal of Further and Higher Education, 27(3) , 257–269.
  • Yang, S. C., & Lin, W. C. (2004). The Relationship among Creative, Critical Thinking and Thinking Styles in Taiwan High School Students. Journal of Instructional Psychology, 31(1), 33–45.

Year 2009, Volume: 3 Issue: 1, 117 - 133, 01.06.2009

Evrim Ural Alşan Evrim Ural Alşan

Abstract

References

  • Beck, C. R. (2001). Matching Teaching Strategies to Learning Style Preferences. The Teacher Educator, 37(1), 1–15.
  • Boatman, K., Courtney, R., & Lee, W. (2008). “See How They Learn”: The Impact of Faculty and Student Learning Styles on Student Performance in Introductiory Economics. The American Economist, 52( 1), 39–48.
  • Büyüköztürk, Ş. (2004). Sosyal Bilimler için Veri Analizi El Kitabı (4. Baskı). Pegema Yayıncılık, Ankara, 44.
  • Chiou, W. (2008). College Students’ Role Models, Learning Style Preferences and Academic Achievement in Collaborative Teaching: Absolure versus Relativistic Thinking. Adolescence, 43(169), 129–142.
  • Grasha, A. F. (1990). Using Traditional versus Naturalistic Approaches to Assessing Learning Styles in College Teaching. Journal on Excellence in College Teaching, 1, 23–38.
  • Grasha, A. F. (1996). Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishers, 154–158.
  • Heywood, J. (1997). An Evaluation of Kolb’s Learning Style Theory by Graduate Student Teachers during Their Teaching Practice. Paper presented at the Annual Meeting of the Association of Teacher Educators (Washington, DC, February, 1997), 38.
  • Johnson, D., Levy, F., Karsai, I., & Stroud, K. (2006). Turning the Potential Liability of Large Enrollment Laboratory Science Courses Into an Asset. Journal of College Science Teaching, 35(6), 46–51.
  • Jung, C.G. (1971) Psychological types. Princeton, NJ, Princeton University Press.
  • Kalaycı, Ş. (2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (2. Baskı). Asil Yayın Dağıtım Ltd. Şti., 133-141.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. 16. Baskı. Nobel Yayınları, Ankara, 96.
  • Keefe, J. W. (1979). Learning style: An overview. In Student learning styles: Diagnosing and Prescribing Programs. Edited by the National Association of Secondary School Principals (pp1-17). Reston, Va.: National Association of Secondary School Principals.
  • Kostovich, C. T., Poradzisz, M., Wood, K., & O’Brien, K. L. (2007). Learning Style Preferences and Student Aptitude for Concept Maps. Journal of Nursing Education, 46(5), 225-231.
  • Kumar, P., Kumar, A., & Smart, K. (2004). Assessing the Impact of Instructional Methods and Information Technology on Student Learning Styles. Issues in Informing Science and Information Technology, 1, 533-544.
  • Lang, H. G., Stinson, M. S., Kavanagh, F., Liu, Y., & Basile, M. L. (1999). Learning Styles of Deaf College Students And Instructors’ Teaching Emphases. Journal of Deaf Studies and Deaf Education, 4 (1), 16–27.
  • Loo, R. (2002). A Meta-Analytic Examination of Kolb’s Learning Style Preferences Among Business Majors. Journal of Education for Business, 77(5), 252–256.
  • Matthews, D. B. (1996). An Investigation of Learning Styles and Perceived Academic Achievement for High School Students. The Clearing House, 69, 249–254.
  • Morgil, İ., & Alşan U. E. (2007). The Relationship of Student Performance with learning Styles in Project Based Learning Applications. SEFI and IGIP Joint Annual Conference, 1-4 July, University of Miskolc, Hungary, 276.
  • Novak,S., Shah, S., Wilson, J. P. , Kenneth A. Lawson, K. A., & Salzman, R. D. (2006). Pharmacy Students’ Learning Styles before and after a Problem-Based Learning Experience. American Journal of Pharmaceutical Education, 70 (4), 1–8.
  • Orbay, M., Özdoğan, T., Öner, F., Kara, M., & Gümüş, S. (2003). Fen Bilgisi Laboratuar Uygulamaları I-II" Dersinde Karşılaşılan Güçlükler Ve Çözüm Önerileri. Milli Eğitim Dergisi, 157.
  • Peker, M., & Aydın, B. (2003). Anadolu ve Fen Liselerindeki Öğrencilerin Öğrenme Stilleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 167-172.
  • Polacek, K. M., & Keeling, E. L. (2005). Easy Ways to Promote Inquiry in a Laboratory Course the Power of Student Questions. Journal of College Science Teaching, 35(1), 52–55.
  • Rule, D. L., & Grippin, P. C. (1988). A Critical Comparison of Learning Style Instruments Frequently Used with Adult Learners. Paper presented at the Annual Conference of the Eastern Educational Research Association (Miami Beach, FL, February 24–27, 1988), 24.
  • She, H. C. (2005). Enhancing Eighth Grade Students’ Learning of Buoyancy: The Interaction of Teachers’ Instructional Approach And Students’ Learning Preference Styles. International Journal of Science and Mathematics Education, 3, 609–624.
  • Snyder, R. F. (2000). The Relationship Between Learning Styles/Multiple Intelligences and Academic Achievement of High School Students. The High School Journal, 83(2), 11– 20.
  • Spoon, J. C., & Schell, J. W. (1998). Aligning Student Learning Styles with Instructor Teaching Styles. Journal of Industrial Teacher Education, 35(2), 41–56.
  • Tuan, H., Chin, C., Tsai, C., & Cheng, S. (2005). Investigating the Effectiveness of Inquiry
  • Instruction on the Motivation of Different Learning Styles Students. International
  • Journal of Science and Mathematics Education, 3(4), 541–566.
  • Woolhouse, M., & Blaire, T. (2003). Learning Styles and Retention and Achievement on a Two-year A-Level Programme in a Further Education College. Journal of Further and Higher Education, 27(3) , 257–269.
  • Yang, S. C., & Lin, W. C. (2004). The Relationship among Creative, Critical Thinking and Thinking Styles in Taiwan High School Students. Journal of Instructional Psychology, 31(1), 33–45.
There are 31 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Evrim Ural Alşan This is me

Evrim Ural Alşan This is me

Publication Date June 1, 2009
Submission Date January 2, 2015
Published in Issue Year 2009 Volume: 3 Issue: 1

Cite

APA Alşan, E. U., & Ural Alşan, E. (2009). Temel Kimya Laboratuarı Dersinde Öğretmen Adaylarının Başarılarına Öğrenme Stili Tercihlerinin Etkisi. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 117-133.