Literaturnachweis - Detailanzeige
Autor/in | Yenice, Nilgun |
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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 |
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 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 |