Learning Style Preferences of Prospective Teachers of Physical Education and Sport

Autor/in	Bostanci, Özgür
Titel	Learning Style Preferences of Prospective Teachers of Physical Education and Sport
Quelle	In: Asian Journal of Education and Training, 6 (2020) 2, S.231-236 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bostanci, Özgür)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2519-5387
Schlagwörter	Foreign Countries; Cognitive Style; Undergraduate Students; Athletics; Physical Education; Student Attitudes; Kinesthetic Methods; Learning Modalities; College Faculty; Teaching Methods; Gender Differences; Age Differences; Socioeconomic Influences; Place of Residence; Turkey + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; Leichtathletik; Körpererziehung; Sportunterricht; Schülerverhalten; Lernumgebung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sozioökonomischer Faktor; Wohnort; Türkei
Abstract	The aim of this study is to find out the VARK learning styles of students receiving sport sciences education and to investigate their relationship with different variables. 169 undergraduate students studying at Ondokuz Mayis University Yasar Dogu Sport Sciences Faculty participated in this cross-sectional study voluntarily. VARK learning style questionnaire, which was developed by Fleeming (2009) and which was adapted into Turkish by Kalkan (2008) was used to find out learning preferences. In data analysis, descriptive statistics and Chi-square test were used. According to the average scores obtained, it was found that the students preferred kinesthetic learning style the most (7.08±2.74). In addition, it was found that 142 (84%) students preferred unimodality learning model, while 27 (16%) students preferred multimodality learning model. When learning style model preferences were analyzed according to all variables, no statistically significant difference was found (p>0.05); however, it was found that multimodality learning style was preferred more intensely in all variables. As a result, it was found that dominant learning style of the faculty of sport sciences students was kinesthetic learning style and that multimodality learning style was preferred more in all variables. It is thought that the emergence of this result is due to students' sport background and their applied lessons. It is predicted that as a result of determining the learning styles of sport sciences students and conducting studies related to these, academic quality and achievement can be increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01