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

Autor/in	Yenice, Nilgun
Titel	A Review on Learning Styles and Critically Thinking Disposition of Pre-Service Science Teachers in Terms of Miscellaneous Variables
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 13 (2012) 2, Artikel 4 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Teaching Methods; Cognitive Style; Science Teachers; Critical Thinking; Preservice Teachers; Gender Differences; Age Differences; Correlation; Measures (Individuals); Teacher Education; Scores; Foreign Countries; Elementary School Teachers; Turkey; Learning Style Inventory; California Critical Thinking Disposition Inventory + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Kritisches Denken; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation; Messdaten; Lehrerausbildung; Lehrerbildung; Ausland; Elementary school; Grundschule; Volksschule; Türkei
Abstract	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.) (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10