Araştırma Makalesi
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The Learning Styles of Preservice Teachers and The Relationship Between Demographic Characteristics

Yıl 2016, Cilt: 1 Sayı: 1, 1 - 13, 29.12.2016

Öz

This research has been carried out in order to define profiles of learning styles of 595 preservice teachers who are studying Science Teaching, Classroom Teaching, Social Studies Teaching at the Department of Elementary in Education Faculty of the Pamukkale University and to find out if there is any difference in learning styles of preservice teachers regarding demographic characteristics. The related data to achieve the objectives of this research has been collected “Personal Information” and “Kolb’s Learning Styles Inventory”. As a result of the research, it has been diagnosed whether there is any difference in learning styles of preservice teachers demographically in terms of gender, type of high schools they graduated, courses they studied, class levels, educational status and income level of their parents.

Kaynakça

  • References Arslan, B. ve Babadoğan, C. (2005). İlköğretim 7. ve 8. sınıf öğrencilerinin öğrenme stillerinin akademik başarı düzeyi, cinsiyet ve yaş ile ilişkisi. Eğitim Araştırmaları Dergisi, 21, 35–48.
  • Aşkar, P. Ve Akkoyunlu, B. (1993). “Kolb öğrenme stili envanteri” Eğitim ve Bilim. 87:37-47, Ocak.
  • Cano, F., Hughes, H. E. ve Hughes, G. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4): 413–426. Retrieved November 29, 2006 from EbscoHost database.
  • Demir, M. K. (2006). The Preservices of Classroom Teachers’ Styles and Social Studies Education. Eurasian Journal of Educational Research, 23, pp, 28-37, 2006.
  • Erden, M. ve Altun, S. (2006). Öğrenme stilleri. İstanbul: Morpa Kültür Yayınları.
  • Güven, M. (2004). Öğrenme stilleri ile öğrenme stratejileri arasındaki ilişki. Published doctoral dissertation, Anadolu University, Eskişehir.
  • Hasırcı, Ö. K. (2006). “Learning styles of prospective science teachers : Çukurova University Case. Journal of Theory and Practice in Education.2 (1) : 15-25, 2006.
  • 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. Retrieved December 10, 2009 from FirstSearch database.
  • Hwang, D. Y. ve Henson, R. K. (2002). A critical review of the literature on Kolb’s learning style inventory with implications score reliability. Paper presented at the Annual Meeting of the Southwest Educational Research Association. Retrieved December 9, 2009 from FirstSearch database.
  • Jen, C. C., Chong, S. T. ve Wan, M. F. W. I. (2005). Are learning styles relevant to virtual reality? Journal of Research on Technology in Education, 38(2): 123–141. Retrieved February 2, 2007 from FirstSearch database
  • Jordanov, W. L. (2001). An examination of the relationship between learning style and technology use. Paper presented at the Annual Meeting of the Mid- South Educational Research Association. Retrieved December 9, 2009 from FirstSearch database.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları.
  • Kılıç, E. (2002). “The effect of the dominant learning style on learning activities prefence and academic achievement.” Eğitim Bilimleri ve Uygulama. 1,1:2-15,2002.
  • Peker, M. ve Aydın, B. (2003). Anadolu ve fen liselerindeki öğrencilerin öğrenme stilleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı:14, s.167-172.
  • Peker, M. (2009). Pre-Service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 2009, 5(4), 335-345.
  • Putintseva, T. (2006). The importance of learning styles in ESL/EFL. The Internet TESL Journal, Vol:12, No:3. Retrieved October 25, 2007 from http:iteslj.org/Articles/Putintseva-LearningStyles.html
  • Sarasin, C. L. (2006). Learning Styles perspectives: Impact in the classroom. Madison: Atwood Publishing.
  • Smith, M. K. (2001). David A. Kolb on Experimental Learning, The Encyclopedia ofInformal Education. Retrieved October 13, 2006 from http://www.infed.org/b-explrn.htm
  • Tamaoka, K. (1985). Historical development of learning style inventories from dichotomous cognitive ceoncepts of field depence and field indepence to multi-dimensional assessment. Retrieved December 9, 2009 from FirstSearch database.
  • Thompson, E. D., Orr, B., Thompson, C. ve Park O. (2002). Preferred Learning Styles of Postsecondary Technical Institute Instructors. Journal of Industrial Teacher Education, 39, (4), Retrieved November 21, 2007 from http://scholar.lib.vt.edu/ejournals/JITE/v39n4/thompson.html
Yıl 2016, Cilt: 1 Sayı: 1, 1 - 13, 29.12.2016

Öz

Kaynakça

  • References Arslan, B. ve Babadoğan, C. (2005). İlköğretim 7. ve 8. sınıf öğrencilerinin öğrenme stillerinin akademik başarı düzeyi, cinsiyet ve yaş ile ilişkisi. Eğitim Araştırmaları Dergisi, 21, 35–48.
  • Aşkar, P. Ve Akkoyunlu, B. (1993). “Kolb öğrenme stili envanteri” Eğitim ve Bilim. 87:37-47, Ocak.
  • Cano, F., Hughes, H. E. ve Hughes, G. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4): 413–426. Retrieved November 29, 2006 from EbscoHost database.
  • Demir, M. K. (2006). The Preservices of Classroom Teachers’ Styles and Social Studies Education. Eurasian Journal of Educational Research, 23, pp, 28-37, 2006.
  • Erden, M. ve Altun, S. (2006). Öğrenme stilleri. İstanbul: Morpa Kültür Yayınları.
  • Güven, M. (2004). Öğrenme stilleri ile öğrenme stratejileri arasındaki ilişki. Published doctoral dissertation, Anadolu University, Eskişehir.
  • Hasırcı, Ö. K. (2006). “Learning styles of prospective science teachers : Çukurova University Case. Journal of Theory and Practice in Education.2 (1) : 15-25, 2006.
  • 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. Retrieved December 10, 2009 from FirstSearch database.
  • Hwang, D. Y. ve Henson, R. K. (2002). A critical review of the literature on Kolb’s learning style inventory with implications score reliability. Paper presented at the Annual Meeting of the Southwest Educational Research Association. Retrieved December 9, 2009 from FirstSearch database.
  • Jen, C. C., Chong, S. T. ve Wan, M. F. W. I. (2005). Are learning styles relevant to virtual reality? Journal of Research on Technology in Education, 38(2): 123–141. Retrieved February 2, 2007 from FirstSearch database
  • Jordanov, W. L. (2001). An examination of the relationship between learning style and technology use. Paper presented at the Annual Meeting of the Mid- South Educational Research Association. Retrieved December 9, 2009 from FirstSearch database.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları.
  • Kılıç, E. (2002). “The effect of the dominant learning style on learning activities prefence and academic achievement.” Eğitim Bilimleri ve Uygulama. 1,1:2-15,2002.
  • Peker, M. ve Aydın, B. (2003). Anadolu ve fen liselerindeki öğrencilerin öğrenme stilleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı:14, s.167-172.
  • Peker, M. (2009). Pre-Service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 2009, 5(4), 335-345.
  • Putintseva, T. (2006). The importance of learning styles in ESL/EFL. The Internet TESL Journal, Vol:12, No:3. Retrieved October 25, 2007 from http:iteslj.org/Articles/Putintseva-LearningStyles.html
  • Sarasin, C. L. (2006). Learning Styles perspectives: Impact in the classroom. Madison: Atwood Publishing.
  • Smith, M. K. (2001). David A. Kolb on Experimental Learning, The Encyclopedia ofInformal Education. Retrieved October 13, 2006 from http://www.infed.org/b-explrn.htm
  • Tamaoka, K. (1985). Historical development of learning style inventories from dichotomous cognitive ceoncepts of field depence and field indepence to multi-dimensional assessment. Retrieved December 9, 2009 from FirstSearch database.
  • Thompson, E. D., Orr, B., Thompson, C. ve Park O. (2002). Preferred Learning Styles of Postsecondary Technical Institute Instructors. Journal of Industrial Teacher Education, 39, (4), Retrieved November 21, 2007 from http://scholar.lib.vt.edu/ejournals/JITE/v39n4/thompson.html
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Esra Uçak

Ahmet Kanmaz

Gizem Bengiç Çolak Bu kişi benim

Yayımlanma Tarihi 29 Aralık 2016
Gönderilme Tarihi 25 Ağustos 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 1 Sayı: 1

Kaynak Göster

APA Uçak, E., Kanmaz, A., & Bengiç Çolak, G. (2016). The Learning Styles of Preservice Teachers and The Relationship Between Demographic Characteristics. Turkish Journal of Primary Education, 1(1), 1-13.

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