Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles
Abstract
The purpose of this research is to examine the relationship between academicians' lifelong learning tendencies and their thinking styles. Relational descriptive method was used in the research. All academicians working in higher education institutions in the 2022-2023 academic year were determined as the population of the research. After obtaining the necessary permissions, the scale was applied to a sample group of 1554 people, by reaching all universities by means of official letters and e-mails to the institutional e-mail addresses of the individuals. Personal Information Form, “Lifelong Learning Tendency Scale” and “Rational-Experiential Thinking Styles Scale” were used as data collection tools. The obtained data were transferred to the statistical package program. In the light of the sub-problems, it was examined whether the scale scores differed in terms of various variables (education level, academic title, field of science). The results were classified according to sociodemographic variables and presented in frequency tables. In accordance with the results obtained from the variables, Kruskal Wallis H test and Spearman-Brown Correlation Analysis were performed, and Mann Whitney U test was applied to determine the direction of the differences. Based on the findings, it was concluded that academicians have a high level of lifelong learning tendencies. While the lifelong learning tendencies of academicians differ according to the variables of educational status and field of science; did not differ according to academic title variables. It was concluded that the academicians' thinking styles levels were at a moderate level. The thinking styles of the academicians differed in terms of educational status, academic title and field of science variables. It has been concluded that the relationship between academicians' lifelong learning tendencies and thinking styles is at a significant level in terms of total and sub-dimension scores, generally below the medium level and in a positive direction.
Keywords
References
- Adak, A. (2006). Okul öncesi eğitimi öğretmenlerinin fen öğretimine yönelik tutumları ile düşünme stilleri arasındaki ilişkinin incelenmesi (Publication No. 210894) [Master’s Thesis, Pamukkale University]. YÖK Thesis Center.
- Akbaş, O. & Özdemir, S. M. (2002). Avrupa Birliğinde yaşam boyu öğrenme. Milli Eğitim Dergisi, 155(156), 112-126. http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/155-156/akbas.htm
- Akcaalan, M. (2016). Yaşam boyu öğrenme ile sosyal duygusal öğrenme arasındaki ilişkilerin çeşitli değişkenler açısından incelenmesi (Publication No. 423543) [Master’s Thesis, Sakaruya University]. YÖK Thesis Center.
- Algani, Y. & Haj, A. (2020). Thinking styles of new mathematics teachers and their relation to self-esteem. International e-Journal of Educational Studies, 4(8), 157-166. DOI:10.31458/iejes.707401
- Avrupa Komisyonu, (2002). European report on quality indicator of lifelong learning. European Commission, Directore-General for Education and Culture, Brussels, June 2002. http://www.aic.lv/bolona/Bologna/contrib/EU/report_qual%20LLL.pdf
- Ayçiçek, B. & Yanpar Yelken, T. (2016). Eğitim fakültelerindeki öğretim elemanlarının hayat boyu öğrenme yeterlikleri ile hayat çapında öğrenme alışkanlıklarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 872-884. DOI:10.17860/mersinefd.282387
- Başerer, D. (2021). Düşünme eğitimi (1st ed.). Pegem Akademi.
- Baysal, Z. N., Çarıkçı, S. & Yaşar, B. (2018). Öğretim elemanı/üyelerinin düşünme becerileri öğretimine ilişkin görüşlerinin incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 174-188. DOI: 10.17679/inuefd.339151
- Benavot, A., Hoppers, C. O., Lockhart, A. S., & Hinzen, H. (2022). Reimagining adult education and lifelong learning for all: Historical and critical perspectives. International Review Of Education, 68(2), 165-194. DOI:10.17719/jisr.20185639021
- Bilen, C. (2022). Öğretmenlerin yaşam boyu öğrenme eğilimleri ile örgütsel sürdürülebilirlik arasındaki ilişkinin incelenmesi (Publication No. 775672) [Master’s Thesis, Sakaruya University]. YÖK Thesis Center.