A Review on Learning Styles and Critically Thinking Disposition of Pre-Service Science Teachers in Terms of Miscellaneous Variables

The present study was carried out in order to review learning styles and critical thinking disposition of pre-service science teachers in terms of sex, grade and age, and to address the relationship between their learning styles and critical thinking disposition. It used Kolb's Inventory of Lea...

Full description

Saved in:
Bibliographic Details
Published in:Asia-Pacific forum on science learning and teaching 2012-12, Vol.13 (2), p.1-31
Main Author: Yenice, Nilgun
Format: Article
Language:English
Subjects:
Age Differences
Agricultural education
Agriculture
California Critical Thinking Disposition Inventory
Cognitive Style
Correlation
Critical Thinking
Educational Environment
Elementary School Teachers
Experiential Learning
Foreign Countries
Gender Differences
Learning Processes
Learning Style Inventory (Kolb)
Learning Theories
Measures (Individuals)
Preservice Teachers
Science Teachers
Scores
Sports training
Students
Teacher Education
Teaching
Teaching Methods
Turkey
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The present study was carried out in order to review learning styles and critical thinking disposition of pre-service science teachers in terms of sex, grade and age, and to address the relationship between their learning styles and critical thinking disposition. It used Kolb's Inventory of Learning Styles and California Scale of Critical Thinking Disposition. The study found that total scores of learning styles and critical thinking disposition of pre-service science teachers were not statistically significantly different in terms of their sex, grade and age groups. It was also found that the pre-service teachers mostly preferred divergent learning style (43.3%) followed by the assimilator learning style (33.0%) and that they least preferred the accommodative (13.0%) and convergent (10.6%) learning styles. Furthermore, it was determined that there was a low level of positive relationship between learning styles and critical thinking disposition for the pre-service science teachers, a low level of negative relationship between learning styles and critical thinking disposition for those with divergent learning style, and a low level of statistically significant relationship between learning styles and critical thinking disposition for those with accommodative learning style. (Contains 7 tables.)
ISSN:1609-4913
1609-4913