Science Student Teachers’ Approaches to Studying

Yıl 2018, , 53 - 63, 19.05.2018

Rıfat Efe , Hulya Aslan Efe

https://doi.org/10.31458/iejes.376848

Cited By: 3

Öz

iIn this study,
science student teachers’ approaches to studying was investigated. This is
important because as knowing an individual’s preferred way for studying can
potentially help teachers to design learning environments that is likely to
better foster the individual’s learning needs. The participants were 381
student teachers on teacher education course during 2016/17 academic year.  The Approaches and Study Skills Inventory for
Students (ASSIST) was used to collect the data. 
The analysis of the data revealed that science student teachers’
approaches to studies showed statistically significant differences based on
their gender, subjects and study years. The findings have important
implications for teacher education courses.  

Anahtar Kelimeler

student teachers, approaches to studying, teacher education, science education

Science Student Teachers’ Approaches to Studying

Öz

In this study,
science student teachers’ approaches to studying was investigated. This is
important because as knowing an individual’s preferred way for studying can
potentially help teachers to design learning environments that is likely to
better foster the individual’s learning needs. The participants were 381
student teachers on teacher education course during 2016/17 academic year.  The Approaches and Study Skills Inventory for
Students (ASSIST) was used to collect the data. 
The analysis of the data revealed that science student teachers’
approaches to studies showed statistically significant differences based on
their gender, subjects and study years. The findings have important
implications for teacher education courses.  

Anahtar Kelimeler

approaches to studying, student teachers, teacher education, science education

Kaynakça

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