BibTex RIS Kaynak Göster

Exploring the Learning Style Characteristics of Turkish Freshman Architecture Students with the Evidence of Learning Style Inventory

Yıl 2015, Cilt: 17 Sayı: 2, 68 - 82, 01.12.2015

Öz

Individuals learn in different ways, therefore every student has different learning styles. The more instructors understand the students’ differences in learning, the better the opportunity to increase success in architectural education. Consequently, determining the learning styles of architecture students is an important factor for their academic success. This study aims to explore the learning styles of freshman architecture students in Turkey, and correlates their learning styles with, gender, age, and type of university. In this study, data were collected from architecture students who are still studying in undergraduate programs at seven different universities throughout Turkey by using the Kolb Learning Style Inventory. The questionnaire was administered to students directly and 442 data were collected and analyzed with percentage and frequency distributions, correlation analysis and ANOVA. This study furthered the understanding of learning styles of freshman architecture students and the results of the study revealed the correlation between learning styles, age, and type of university

Kaynakça

  • [1]. Kuri, N. P., Truzzi, M. S., Learning styles of freshmen engineering students, (2010). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=ECBB795B7C3AF24 A6FD71D6458C8BB42?doi=10.1.1.12.8463&rep=rep1&type=pdf, (19.07.2015)
  • [2]. Chou, H. W., Wang T. B., The influence of learning style and training method on self-efficacy and learning performance in www homepage design training. International journal of information management, 20, 455-472, (2000)
  • [3]. Hsu, C. H. C., Learning styles of hospitality students: Nature or nurture? Hospitality Management, 18, 17-30, (1999).
  • [4]. Carter, C., Bishop, J., Kravits, S. L., Keys to effective learning (2nd ed.). New Jersey, NJ: Prentice Hall, (2000).
  • [5]. Felder, R. M., Felder, G. N., Dietz, E. J., The effects of personality type on engineering student performance and attitudes. Journal of Engineering Education, 91, 3-17, (2002).
  • [6]. Demirbaş, O.O., Demirkan, H., Focus on architectural design process through learning styles. Design Studies, 24, 437-456, (2003).
  • [7]. Kvan, T. Yunyan J., Students’ learning styles and their correlation with performance in architectural design studio. Design Studies, 26, 19-34, (2005).
  • [8]. Tucker, R., Southern Drift: the learning styles of first- and third-year students of the built environment. Architectural Science Review, 50, 246-255, (2007)
  • [9]. Tucker, R., Getting old and heading South: the academic success of Southerner learners in design cohorts. Higher Education Research & Development, 28, 195- 207, (2009).
  • [10]. Yazici, E., Yazici, G. The effect of learning styles on the performance of architecture students in structural design courses. Proceedings Book of Second Inte rnational Conference on New Trends in Education and Their Implications (pp: 1677-1681), Ankara, Turkey: Siyasal Kitabevi, (2011).
  • [11]. Griggs, S. A., Learning styles counseling learning styles. Journal of Counseling and Development, 64, 202-205, (1985).
  • [12]. Leutner, D., Plass, J. L., Measuring learning styles with questionnaires versus direct observation of preferential choice behaviour in authentic learning situations: the visualizer/verbalizer behavior observation scale (VV-Bos). Computers in Human Behaviour, 14, 543-557, (1998).
  • [13]. Kraus, L. A., Reed, W. M., Fitzgerald, G. E., The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: Acase-based hypermedia environment. Computers in Human Behavior, 17, 125-140, (2001).
  • [14]. Schmeck, R. R., Ribich, R., Ramanaiah, N., Development of a self-report inventory for assessing individual differences in learning processes. Applied Psychological Measurement, 1, 413-431, (1977).
  • [15]. Curry, L., An Organization of Learning Styles Theory and Constructs. Retrieved from ERIC database. (ED235185), (1983).
  • [16]. Kolb, D. A., Learning styles and disciplinary differences. In A. W. Chickering (Ed.), The modern American college (pp. 232–255). San Francisco, SF: Jossey-Bass Inc., (1981).
  • [17]. Kolb, D. A., Experiental learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall Inc., (1984).
  • [18]. Biggs, J. B., Learning process questionnaire manual. Student Approaches to Learning and Studying. Retrieved from ERIC database. (ED308199), (1987).
  • [19]. Dunn, R., Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription. Journal of Reading, Writing, and Learning Disabilities International: Overcoming Learning Difficulties, 6, 223-247, (1990).
  • [20]. Honey, P., Mumford, A., The Manual of Learning Styles (3rd ed.). Maidenhead, England: Peter Honey Publications, (1992).
  • [21]. Grigerenko, E. L., Sternberg, R. J., Thinking styles. In D. H. Saklofske & M. Zeidner (Eds.), International handbook of personality and intelligence perspectives on individual differences (pp. 205-229). New York, NY: Plenum Press, (1995).
  • [22]. Felder, R.M., Matters of style, ASEE Prism, 6(4), 18–23, (1996). http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm, (19.07.2015). [23]. Riding, R. J., On the nature of cognitive style. Educational Psychology, 17, 29- 49, (1997).
  • [24]. Felder, R. M., Soloman, B. A., Index of learning styles, (1991). http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS.pdf, (19.07.2015).
  • [25]. Ashton, P., Collective action for design learning: Social interaction analysis in the design school studio. In S. Scrivener, L. Ball, & A. Woodcock (Eds.), Collaborative Design (pp 513-524). London, England: Springer, (2000).
  • [26]. Kolb D. A., Boyatzis R.E., Charalampos M., Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles, the educational psychology series (pp. 227-247). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., (2001).
  • [27]. Jonassen, H. D., Grobowski, B. L., Handbook of individual differences, learning and instruction, Hillsdale, NJ: Lawrence Erlbaum Associates, (1999).
  • [28]. Kolb, D. A., Learning style inventory: Self scoring test and interpretation booklet. Boston, MA: McBer and Company, (1985).
  • [29]. Smith, D. M., Kolb, D. A., User’s Guide for the learning-style inventory: a manual for teachers and trainers. Boston, MA: McBer&Company, (1996).
  • [30]. Kolb, A. Y., Kolb, D. A., Learning styles and learning spaces: Enchanting experiential learning in higher education. Academy of Management Learning and Education, 4, 193-212, (2005).
  • [31]. Aşkar, P., Akkoyunlu, B. Kolb öğrenme stili envanteri [Learning style inventory of Kolb]. Eğitim ve Bilim, 87, 37-47, (1993).
  • [32]. Kolb, D. A. Learning Style Inventory. Boston: Hay/McBer, (1999).
  • [33]. Kalayci, Ş., SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques], Ankara, Turkey: Asil Yayın Dağıtım, (2008)
  • [34]. Demirbaş, O.O., Demirkan, H., Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17, 345-359, (2007).
  • [35]. Knight, K. H., Elfenbein, M. H., Martin, M. B., Relationship of connected and separate knowing to the learning styles of Kolb, formal reasoning and intelligence. Sex Roles, 37, 401-414, (1997).
  • [36]. Kolb, D. A., Wolfe, D., Professional education and career development: A cross-sectional study of adaptive competencies in experiential learning. Final report NIE grant No. NIE-G-77-0053. (ERIC No. ED209493 CE 030 519), (1981)

Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi

Yıl 2015, Cilt: 17 Sayı: 2, 68 - 82, 01.12.2015

Öz

Bireyler farklı şekillerde öğrenir ve doğal olarak her öğrencinin öğrenme stili bir diğerine göre farklılık gösterir. Her öğrenci kendi öğrenme stili bağlamında verilen bilgiyi farklı ortamda ve farklı şekilde alarak kullanır. Tüm mesleki eğitim alanlarında olduğu gibi Mimarlık Eğitiminde de arzu edilen başarıya ulaşmada eğitmenlerin, öğrencilerin öğrenme farklılıkları konusunda bilgi sahibi olmalarının önemli ve gerekli olduğu düşünülmektedir. Bilginin öğrenciye doğru bir biçimde aktarılabilmesi ve bunun sonucunda akademik başarının artırılabilmesi düşüncesi ışığında çalışmanın ana eksenini Mimarlık Eğitimi alan birinci sınıf öğrencilerinin öğrenme stillerinin belirlenmesi oluşturmaktadır. Bu amaçla çalışma kapsamında Türkiye’de Mimarlık Lisans Eğitimi veren yedi adet üniversitede Mimarlık Bölümü öğrencilerinin öğrenme stili araştırılmıştır. Kolb’un Öğrenme Stili Envanteri (LSI2) kullanılarak, 442 adet anket toplanmıştır. Anketler yüz yüze görüşme tekniği ile uygulanmıştır. Toplanan verilerin yüzde ve frekans dağılımları incelenip, korelasyon ve tek yönlü ANOVA analizleri yapılmıştır. Birinci sınıf öğrencisileriyle gerçekleştirilen çalışmada ayrıca öğrenme stili ile cinsiyet, yaş ve eğitim görülen üniversite arasında bir ilişki olup olmadığı sorgulanmıştır. Çalışmanın sonuçları Türkiye’de Mimarlık Bölümü öğrencilerinin öğrenme stili ağırlık olarak özümleyeci olduğu şeklinde belirlenirken, mimarlık öğrencilerinin öğrenme stili ile yaş ve üniversite çeşidi arasında anlamı bir ilişkinin olduğu ortaya konulmuştur

Kaynakça

  • [1]. Kuri, N. P., Truzzi, M. S., Learning styles of freshmen engineering students, (2010). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=ECBB795B7C3AF24 A6FD71D6458C8BB42?doi=10.1.1.12.8463&rep=rep1&type=pdf, (19.07.2015)
  • [2]. Chou, H. W., Wang T. B., The influence of learning style and training method on self-efficacy and learning performance in www homepage design training. International journal of information management, 20, 455-472, (2000)
  • [3]. Hsu, C. H. C., Learning styles of hospitality students: Nature or nurture? Hospitality Management, 18, 17-30, (1999).
  • [4]. Carter, C., Bishop, J., Kravits, S. L., Keys to effective learning (2nd ed.). New Jersey, NJ: Prentice Hall, (2000).
  • [5]. Felder, R. M., Felder, G. N., Dietz, E. J., The effects of personality type on engineering student performance and attitudes. Journal of Engineering Education, 91, 3-17, (2002).
  • [6]. Demirbaş, O.O., Demirkan, H., Focus on architectural design process through learning styles. Design Studies, 24, 437-456, (2003).
  • [7]. Kvan, T. Yunyan J., Students’ learning styles and their correlation with performance in architectural design studio. Design Studies, 26, 19-34, (2005).
  • [8]. Tucker, R., Southern Drift: the learning styles of first- and third-year students of the built environment. Architectural Science Review, 50, 246-255, (2007)
  • [9]. Tucker, R., Getting old and heading South: the academic success of Southerner learners in design cohorts. Higher Education Research & Development, 28, 195- 207, (2009).
  • [10]. Yazici, E., Yazici, G. The effect of learning styles on the performance of architecture students in structural design courses. Proceedings Book of Second Inte rnational Conference on New Trends in Education and Their Implications (pp: 1677-1681), Ankara, Turkey: Siyasal Kitabevi, (2011).
  • [11]. Griggs, S. A., Learning styles counseling learning styles. Journal of Counseling and Development, 64, 202-205, (1985).
  • [12]. Leutner, D., Plass, J. L., Measuring learning styles with questionnaires versus direct observation of preferential choice behaviour in authentic learning situations: the visualizer/verbalizer behavior observation scale (VV-Bos). Computers in Human Behaviour, 14, 543-557, (1998).
  • [13]. Kraus, L. A., Reed, W. M., Fitzgerald, G. E., The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: Acase-based hypermedia environment. Computers in Human Behavior, 17, 125-140, (2001).
  • [14]. Schmeck, R. R., Ribich, R., Ramanaiah, N., Development of a self-report inventory for assessing individual differences in learning processes. Applied Psychological Measurement, 1, 413-431, (1977).
  • [15]. Curry, L., An Organization of Learning Styles Theory and Constructs. Retrieved from ERIC database. (ED235185), (1983).
  • [16]. Kolb, D. A., Learning styles and disciplinary differences. In A. W. Chickering (Ed.), The modern American college (pp. 232–255). San Francisco, SF: Jossey-Bass Inc., (1981).
  • [17]. Kolb, D. A., Experiental learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall Inc., (1984).
  • [18]. Biggs, J. B., Learning process questionnaire manual. Student Approaches to Learning and Studying. Retrieved from ERIC database. (ED308199), (1987).
  • [19]. Dunn, R., Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription. Journal of Reading, Writing, and Learning Disabilities International: Overcoming Learning Difficulties, 6, 223-247, (1990).
  • [20]. Honey, P., Mumford, A., The Manual of Learning Styles (3rd ed.). Maidenhead, England: Peter Honey Publications, (1992).
  • [21]. Grigerenko, E. L., Sternberg, R. J., Thinking styles. In D. H. Saklofske & M. Zeidner (Eds.), International handbook of personality and intelligence perspectives on individual differences (pp. 205-229). New York, NY: Plenum Press, (1995).
  • [22]. Felder, R.M., Matters of style, ASEE Prism, 6(4), 18–23, (1996). http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm, (19.07.2015). [23]. Riding, R. J., On the nature of cognitive style. Educational Psychology, 17, 29- 49, (1997).
  • [24]. Felder, R. M., Soloman, B. A., Index of learning styles, (1991). http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS.pdf, (19.07.2015).
  • [25]. Ashton, P., Collective action for design learning: Social interaction analysis in the design school studio. In S. Scrivener, L. Ball, & A. Woodcock (Eds.), Collaborative Design (pp 513-524). London, England: Springer, (2000).
  • [26]. Kolb D. A., Boyatzis R.E., Charalampos M., Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles, the educational psychology series (pp. 227-247). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., (2001).
  • [27]. Jonassen, H. D., Grobowski, B. L., Handbook of individual differences, learning and instruction, Hillsdale, NJ: Lawrence Erlbaum Associates, (1999).
  • [28]. Kolb, D. A., Learning style inventory: Self scoring test and interpretation booklet. Boston, MA: McBer and Company, (1985).
  • [29]. Smith, D. M., Kolb, D. A., User’s Guide for the learning-style inventory: a manual for teachers and trainers. Boston, MA: McBer&Company, (1996).
  • [30]. Kolb, A. Y., Kolb, D. A., Learning styles and learning spaces: Enchanting experiential learning in higher education. Academy of Management Learning and Education, 4, 193-212, (2005).
  • [31]. Aşkar, P., Akkoyunlu, B. Kolb öğrenme stili envanteri [Learning style inventory of Kolb]. Eğitim ve Bilim, 87, 37-47, (1993).
  • [32]. Kolb, D. A. Learning Style Inventory. Boston: Hay/McBer, (1999).
  • [33]. Kalayci, Ş., SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques], Ankara, Turkey: Asil Yayın Dağıtım, (2008)
  • [34]. Demirbaş, O.O., Demirkan, H., Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17, 345-359, (2007).
  • [35]. Knight, K. H., Elfenbein, M. H., Martin, M. B., Relationship of connected and separate knowing to the learning styles of Kolb, formal reasoning and intelligence. Sex Roles, 37, 401-414, (1997).
  • [36]. Kolb, D. A., Wolfe, D., Professional education and career development: A cross-sectional study of adaptive competencies in experiential learning. Final report NIE grant No. NIE-G-77-0053. (ERIC No. ED209493 CE 030 519), (1981)
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA22CV63YS
Bölüm Araştırma Makalesi
Yazarlar

Gülden Gümüşburun Ayalp Bu kişi benim

Özlem Şenyiğit Bu kişi benim

Onur Erman Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2015
Gönderilme Tarihi 1 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 17 Sayı: 2

Kaynak Göster

APA Gümüşburun Ayalp, G., Şenyiğit, Ö., & Erman, O. (2015). Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 17(2), 68-82.
AMA Gümüşburun Ayalp G, Şenyiğit Ö, Erman O. Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. BAUN Fen. Bil. Enst. Dergisi. Aralık 2015;17(2):68-82.
Chicago Gümüşburun Ayalp, Gülden, Özlem Şenyiğit, ve Onur Erman. “Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi”. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi 17, sy. 2 (Aralık 2015): 68-82.
EndNote Gümüşburun Ayalp G, Şenyiğit Ö, Erman O (01 Aralık 2015) Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi 17 2 68–82.
IEEE G. Gümüşburun Ayalp, Ö. Şenyiğit, ve O. Erman, “Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi”, BAUN Fen. Bil. Enst. Dergisi, c. 17, sy. 2, ss. 68–82, 2015.
ISNAD Gümüşburun Ayalp, Gülden vd. “Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi”. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi 17/2 (Aralık 2015), 68-82.
JAMA Gümüşburun Ayalp G, Şenyiğit Ö, Erman O. Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. BAUN Fen. Bil. Enst. Dergisi. 2015;17:68–82.
MLA Gümüşburun Ayalp, Gülden vd. “Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi”. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, c. 17, sy. 2, 2015, ss. 68-82.
Vancouver Gümüşburun Ayalp G, Şenyiğit Ö, Erman O. Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi. BAUN Fen. Bil. Enst. Dergisi. 2015;17(2):68-82.