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FELDER VE SOLOMAN ÖĞRENME STİLİ İNDEKSİ: TÜRKÇEYE UYARLANMASI VE GEÇERLİK-GÜVENİRLİK ÇALIŞMASI

Yıl 2007, Cilt: 8 Sayı: 2, 37 - 54, 01.05.2007

Öz

Bu çalışmada, Felder ve Soloman Öğrenme Stili İndeksinin Türkçeye uyarlanması ile geçerlik ve güvenirlik çalışmaları yapılmıştır. Öğrenme Stili İndeksi Felder ve Soloman tarafından, Felder ve Silverman Öğrenme Stili Modeline dayandırılarak hazırlanmıştır. Bu indeks, hissederek-sezgisel, görsel-işitsel, yaparak-düşünerek, sıralı-bütünsel olmak üzere 4 boyut içermektedir. Özellikle fen eğitimine yönelik olarak hazırlanmış olan indeksteki her boyut 11 ifade ile ilişkilendirilmiştir. Bireyin öğrenme stili indeksinde yer alan ifadelere verdikleri cevaplara göre bireyin öğrenme stili zayıf, orta ve güçlü olarak nitelendirilmektedir. Çalışmanın amaçları doğrultusunda, örneklemde farklı öğrenme stillerinin dağılımını sağlamak amacıyla Gazi Üniversitesi Mühendislik-Mimarlık, Eğitim ve Hukuk Fakültesi öğrencileri örnekleme dâhil edilmiştir. Elde edilen veriler ışığında, Türkçeye uyarlanan indeksin geçerlik ve güvenirlik çalışması yapılmış, indeksin genel Cronbach alfa katsayısı 0.64 olarak tespit edilmiştir. Ayrıca, farklı fakültelerdeki öğrencilerin öğrenme stilleri karşılaştırılmış ve cinsiyetin öğrenme stili üzerine etkisi değerlendirilmiştir. Buna göre, cinsiyetin tercih edilen öğrenme stili üzerine bir etkisi olmadığı ve bütün bölümlere ait öğrencilerin sıralı ve bütünsel öğrenme stili boyutu için belirgin bir tercihlerinin olmadığı tespit edilmiştir.

Kaynakça

  • Brown, D. (1978). The Effects of Congruency Between Learning Styles and Teaching Styles on Collage Student Achievement. College Student Journal, 12: 307- 309.
  • Charkins, R. J., OToole. D. M. ve Wetzel, J. N. (1985). Linking Teacher and Student Learning Styles with Student Achievement and Attitudes. Journal of Economic Education, Spring, 115-120.
  • Clark-Thayer, S. (1987). The relationship of the knowledge of studentperceived learning style preferences and study habits and attitudes to achievement of college freshmen in a small urban university. Unpublished doctoral dissertation, Boston University.
  • Dunn, R., Deckinger, E.L., Withers, P., ve Katzenstein, H. (1990, Winter). Should college students be taught how to so homework? The effects of studying marketing through individual perceptual strengths. Illinois School Research and development: Journal, 26(3), 96– 113.
  • Ekici, G. (2001). Öğrenme Stiline Dayalı Biyoloji Öğretiminin Analizi, Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. Felder, R. M. (1996). Matters of Style, ASSE Prism, 6 (4) 18-23. (http://www.ncsu.edu/effective_tea ching/Papers/LS-Prism.htm). (17 Ekim 2005)
  • Felder, R.M. ve Silverman, L. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78 (7), 674- 681.
  • Felder, R.M. ve Soloman, B.A. (1994). Index of Learning Styles (http://www.ncsu.edu/felderpublic/ILSpage.html) (17 Ekim 2005)
  • Felder, R.M.ve Spurlin, J. (2005). Reliability and Validity of the Index of Learning Styles: A MetaAnalysis. International Journal of Engineering Education, 21(1), 103- 112.
  • Griggs. S.A. ve Dunn, R.S. (1984). Selected Case Studies of the Learning Style Preferences of Gifted Students. Gifted Child Quarterly, 28, 3:115- 119.
  • Litzenger, T.A., Lee S.H., Wise, J.C. ve Felder, R. M. (2005). A Study of the Reliability and Validity of the Felder-Soloman Index of Learning Styles. Proceeding of American Society of Engineering Educational Annual Conference and Exposition.
  • Livesay, G.A., Dee, K.C., Nauman, E.A. ve Hites , L. S. (2002). Engineering Student Learning Styles: A Statistical Analysis Using Felder‟s Index of Learning Styles. Annual Conference of the ASSE, Montreal, Quebec.
  • Nelson, B., Dunn, R., Griggs, S.A., Primavera, L, Fitzpatrick, M., ve Miller, R. (1993). Effects of learning-style intervention on college students' retention and achievement. Journal of College Student Development, 34(5), 364– 369.
  • Smith, L. H., ve Renzulli, J. S. (1984). Learning Style Preferences: A Practical Approach for Classroom Teachers. Theory into Practice, 23:44-50.
  • Spurlin, J, (2002). Unpublished data. (Felder, R.M. ve Spurlin, J. (2005). Reliability and Validity of the Index of Learning Styles: A MetaAnalysis. International Journal of Engineering Education, 21(1), 103- 112.‟dan alınmıştır)
  • Stevenson, J. ve Dunn, R. (2001). Knowledge Management and Learnıng Styles: Prescrıptıons for Future Teachers. College Student Journal, 35(4), 483-490.
  • Tuckman, B.W. (1999). Conducting Educational Research, (5th Edition), Wadsworth Group.
  • Van Zwanberg, N. ve Wilkinson, L.J. (2000). Felder and Silverman‟s Index of Learning Styles: A Statistical Analysis Using Felder‟s Index of Learning Styles, Annual Conference of the ASEE, Montreal, Quebec.
  • Zwyno, M.S. (2003). A Contribution of Validation of Score Meaning for Felder-Soloman‟s Index of Learning Styles. Proceedings of the Annual ASEE Conference, Washington DC.

THE FELDER AND SOLOMAN INDEX OF LEARNING STYLES: TRANSLATION TO TURKISH AND THE STUDY OF VALIDITY-RELIABILITY

Yıl 2007, Cilt: 8 Sayı: 2, 37 - 54, 01.05.2007

Öz

In this study The Felder and Soloman Index of Learning Styles had been translated to Turkish and the studies on the reliability and validity of index had been performed. The Index of Learning Styles is designed by Felder and Soloman which is based on the Felder-Silverman Learning Style Model. This index has four dimensions namely sensing-intuitive, visual-verbal, active-reflective and sequential-global. Each learning style dimension has associated with 11 items in the index which is particularly designed for science education. According to the person’s responses given to the index, a person’s learning style for each dimension is characterized as mild, moderate and strong. Faculty of engineering, law school and school of education students at Gazi University participated in this study to broaden the range of learning styles represented in the sample. Based on the data collected, The Cronbach alpha coefficient was calculated as 0.64 for the index which is translated to Turkish. Furthermore, the learning styles of students in different faculties were compared and the effect of gender on learning styles was investigated. The analysis revealed that, there isn’t any significant difference between males and females. Also, students in all departments which are represented in the sample don’t have distinct preference for sequential and global learning styles

Kaynakça

  • Brown, D. (1978). The Effects of Congruency Between Learning Styles and Teaching Styles on Collage Student Achievement. College Student Journal, 12: 307- 309.
  • Charkins, R. J., OToole. D. M. ve Wetzel, J. N. (1985). Linking Teacher and Student Learning Styles with Student Achievement and Attitudes. Journal of Economic Education, Spring, 115-120.
  • Clark-Thayer, S. (1987). The relationship of the knowledge of studentperceived learning style preferences and study habits and attitudes to achievement of college freshmen in a small urban university. Unpublished doctoral dissertation, Boston University.
  • Dunn, R., Deckinger, E.L., Withers, P., ve Katzenstein, H. (1990, Winter). Should college students be taught how to so homework? The effects of studying marketing through individual perceptual strengths. Illinois School Research and development: Journal, 26(3), 96– 113.
  • Ekici, G. (2001). Öğrenme Stiline Dayalı Biyoloji Öğretiminin Analizi, Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. Felder, R. M. (1996). Matters of Style, ASSE Prism, 6 (4) 18-23. (http://www.ncsu.edu/effective_tea ching/Papers/LS-Prism.htm). (17 Ekim 2005)
  • Felder, R.M. ve Silverman, L. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78 (7), 674- 681.
  • Felder, R.M. ve Soloman, B.A. (1994). Index of Learning Styles (http://www.ncsu.edu/felderpublic/ILSpage.html) (17 Ekim 2005)
  • Felder, R.M.ve Spurlin, J. (2005). Reliability and Validity of the Index of Learning Styles: A MetaAnalysis. International Journal of Engineering Education, 21(1), 103- 112.
  • Griggs. S.A. ve Dunn, R.S. (1984). Selected Case Studies of the Learning Style Preferences of Gifted Students. Gifted Child Quarterly, 28, 3:115- 119.
  • Litzenger, T.A., Lee S.H., Wise, J.C. ve Felder, R. M. (2005). A Study of the Reliability and Validity of the Felder-Soloman Index of Learning Styles. Proceeding of American Society of Engineering Educational Annual Conference and Exposition.
  • Livesay, G.A., Dee, K.C., Nauman, E.A. ve Hites , L. S. (2002). Engineering Student Learning Styles: A Statistical Analysis Using Felder‟s Index of Learning Styles. Annual Conference of the ASSE, Montreal, Quebec.
  • Nelson, B., Dunn, R., Griggs, S.A., Primavera, L, Fitzpatrick, M., ve Miller, R. (1993). Effects of learning-style intervention on college students' retention and achievement. Journal of College Student Development, 34(5), 364– 369.
  • Smith, L. H., ve Renzulli, J. S. (1984). Learning Style Preferences: A Practical Approach for Classroom Teachers. Theory into Practice, 23:44-50.
  • Spurlin, J, (2002). Unpublished data. (Felder, R.M. ve Spurlin, J. (2005). Reliability and Validity of the Index of Learning Styles: A MetaAnalysis. International Journal of Engineering Education, 21(1), 103- 112.‟dan alınmıştır)
  • Stevenson, J. ve Dunn, R. (2001). Knowledge Management and Learnıng Styles: Prescrıptıons for Future Teachers. College Student Journal, 35(4), 483-490.
  • Tuckman, B.W. (1999). Conducting Educational Research, (5th Edition), Wadsworth Group.
  • Van Zwanberg, N. ve Wilkinson, L.J. (2000). Felder and Silverman‟s Index of Learning Styles: A Statistical Analysis Using Felder‟s Index of Learning Styles, Annual Conference of the ASEE, Montreal, Quebec.
  • Zwyno, M.S. (2003). A Contribution of Validation of Score Meaning for Felder-Soloman‟s Index of Learning Styles. Proceedings of the Annual ASEE Conference, Washington DC.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Nilay Samancı Bu kişi benim

Melike Keskin Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2007
Yayımlandığı Sayı Yıl 2007 Cilt: 8 Sayı: 2

Kaynak Göster

APA Samancı, N., & Keskin, M. (2007). FELDER VE SOLOMAN ÖĞRENME STİLİ İNDEKSİ: TÜRKÇEYE UYARLANMASI VE GEÇERLİK-GÜVENİRLİK ÇALIŞMASI. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(2), 37-54.

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