Learning Style Preferences of Primary School Teachers

Bu çalışmanın amacı ilköğretim okulu öğretmenlerinin öğrenme stili tercihlerinin incelenmesidir. Çalışmanın örneklemini 2004 yılında Bolu il merkezindeki ilköğretim okullarında çalışan ilköğretim okulu öğretmenleri (n=250) oluşturmaktadır. Çalışma sırasındaki nicel veriler 2004 yılında Eren (2002) tarafından geliştirilen Öğrenme Biçimi Tercihleri Envanteri (ÖBTE) ile toplanmıştır. Çalışma sırasında ÖBTE’ ye ilave olarak ilköğretim okulu öğretmenlerine açık uçlu bir soru sorulmuştur. Toplanan nicel verilerin analizi için SPSS programı ve açık uçlu sorunun analizi için içerik analizi tekniği kullanılmıştır. Ilköğretim okulu öğretmenlerinin ÖBTE’ ye verdikleri cevapların analizi öğretmenlerin düşünsel öğrenme stilini tercih etmelerine karşın öğretmenlere sorulan açık uçlu sorunun analizi öğretmenlerin aktif öğrenme stilini tercih ettiklerini göstermiştir. T-testi sonuçları sadece görsel öğrenme stili tercihinde bayan öğretmenler lehine anlamlı bir farklılık olduğunu göstermektedir.

İlköğretim Okulu Öğretmenlerinin Öğrenme Stili Tercihleri

The aim of this study is to examine the learning style preferences of primary school teachers. The subjects of this study were primary school teachers (n=250) working in the city center of Bolu in 2004. The quantitative data were collected by means of 2004 through Learning Style Preferences Inventory (LSPI) developed by Eren (2002). In addition to (LSPI), an open-ended question was asked to the primary school teachers during the study. To analyze the quantitative data collected, SPSS program was used and content analysis technique was used to analyze the open-ended question. Although, the analysis of the LSPI revealed that primary school teachers prefer the reflective learning style, the answers of open-ended question indicated that they prefer the active learning style. T-test results indicated a significant difference in favor of female teachers only in visual learning style preference.

PDF

___

Adams, D.M. (2000). Learning and teaching styles: collaborative action research. (ERIC Document Reproduction Service No. ED 446053) .
Al-Balhan , E.M. (2007). Learning styles in relation to academic performance in middle school mathematics. DOMES Digest of Middle East Studies, 16 (1), 42–57.
Arslan, B. and Babadoğan, C. (2005). Ilköğretim 7. ve 8. sınıf öğrencilerinin öğrenme stillerinin akademik başarı düzeyi, cinsiyet ve yaş ile ilişkisi (Relationships between learning style preferences and gender, age and success level at 7th and 8th grade).Eğitim Araştırmaları (Eurasian Journal of Educational Research), (21), 35–48.
Austin, Z.(2004). Learning styles of pharmacists: Impact on career decisions, practice patterns and teaching method preferences. Pharmacy Education, 4 (1), 13–22.
Ball, I. (2000). Primary and secondary teachers – alike or different?. Australian Psychological Type Review, 2 (3), 13-14.
Ballone, L.M. and Czerniak, C.M. (2001).Teachers’ beliefs about accommodating students’learning styles in science classes. Electronic Journal of Science Education, 6 (2).(December) Retrieved from http : // wolf web .unr.edu/ homepage /crowther /ejse/balloneetal. pdf . on 11.12.2007.
Cassidy,S.(2004).Learning styles: An overview of theories, models and measures. Educational Psychology, 24(4), 419-444.
Coffield,F., Moseley,D.,Hall, E. and Ecclestone,K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Trowbridge, Wiltshire: Cromwell Press Ltd. Retrieved from http:// www.lsda.org.uk / files / pdf/ 1543 .pdf . on 11.12.2007.
Çıngı, H.(1994).Örnekleme Kuramı (Sampling theory) (2.Baskı). Ankara: Hacettepe Üniversitesi Fen Fakültesi Basımevi. Hacettepe Üniversitesi Fen Fakültesi Yayınları Ders Kitapları Dizisi 20.
DCU, Learning to learn. (2009). Reflective learning: Keeping a reflective learning journal. 1-7. Retrieved from http: // www. dcu.ie /ExL /pdfs/ Reflective learning. pdf on 16.02.2009.
De Capua, A. and Wintergerst, A. (2005). Assessing and validating a learning style instrument.System, 33(1), 1-16.
Deep and surface approaches to learning. Retrieved from www. engsc. ac.uk. /ac.uk /er /theory/ learning. asp. on 06.07.2005.
Dunning, D., Johnson, K., Joyce, E. and Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12 (3), 83 – 87.
England, A. and Spence, J.(1999). Reflection: a guide to effective service learning linking learning with life. (ERIC Document Reproduction Service No. ED 430137).
Eren, A. (2002). Fen, Sosyal ve Eğitim Bilimi Alanlarında Öğrenim Gören Üniversite Öğrencilerinin Öğrenme Biçimleri Arasındaki Farklılığın Incelenmesi (Examining the Difference of Learning Styles Between the Undergraduates Who Study in Science, Social and Educational Science Fields) .Yayımlanmamış Yüksek Lisans Tezi (Unpublished M.A.Thesis ), Bolu: Abant Izzet Baysal Üniversitesi.
Felder, R.M. and Henriques, E.R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals, 28(1), 21-31.
Gabe, K. (2002). Male and female college students’ learning styles differ: An opportunity for instructional diversification. College Student Journal, 36(3), 433–441.
Gay, L.R.(1996). Educational Research Competencies for Analysis and Application (Fifth edition). New Jersey: Merrill Prentice Hall Englewood Cliffs.
Hall, E.and Mosoley, D. (2005). Is there a role for learning styles in personalized education and training?. International Journal of Lifelong Education, 24(3), 243-255.
Hedberg, P. R. (2009). Learning through reflective classroom practice: Applications to educate the reflective manager. Journal of Management Education, 33 (1), 10-36.
Heffler, B.(2001). Individual learning style and the learning style inventory. Educational Studies, 27 (3), 307–316.
Honigsfeld, A. and Dunn, R. (2003). High school male and female Learning-style similarities and differences in diverse nations. Journal of Educational Research, 96(4), 195–206.
Hyman,R. and Rosoff, B. (1984). Matching learning and teaching styles: The jug and what's in it . Theory into Practice, 23(1), 35–43.
Keri, G. (2003). Research report: Correlates of learning styles and counsellor trainees’ age and gender. Counselling Psychology Quarterly, 16(4), 349–362.
Lawrance, M and Veronica, M. (1997). Secondary school teachers and their learning style preferences: action or watching in the classroom?. Educational Psychology, 17(1/2),157-170.
Lincoln, F. and Rademacher, B. (2006). Learning styles of ESL students in community colleges. Community College Journal of Research & Practice, 30 (5/6), 485–500.
Marshall, C. (1991).Teachers’ learning styles: how they affect student learning. Clearing House, 64(4), 225 - 227.
Moon, J. (2004).Theoretical foundations using reflective learning to improve the impact of short courses and workshops. The Journal of Continuing Education in Health Professions,24, 4 -11.
Mountford, H., Jones, S. and Tucker, B. (2006). Learning styles of entry-level physiotherapy students. Advances in Physiotherapy, 8(3), 128-136.
Özen, R. and Arsal, Z. (2006). “The learning style preferences of ELT teacher candidates”.Paper presented at the second International ELT Conference, on the subject of “ELT Profession: Challenges and Prospects” at Eastern Mediteranaen University, Turkish Republic of Northern Cyprus, May 2nd-5th, 2006.
Philbin,M. and Meier,E.(1995).A survey of gender and learning styles. Sex Roles, 32 (7/8), 485-494.
Primary school teacher. Retrieved from http: // getaccess. westone . wa . gov. au/ careers / profiles / data/OCC82.asp. on 11.12.2007
Reed, P.A. (2001). Learning style and laboratory preference: a study of middle school technology education teachers in Virginia. Journal of Technology Education, 13 (1), 59-71.
Rodgers, C. (2002). Defining reflection: another look at John Dewey and reflective thinking. Teachers College Record, 104 (4), 842-866.
Russell,S.S.(2006). An overview of adult- learning processes. Urologic Nursing, 26(5), 349-370
Shaughnessy,M.F. (1998). An interview with Rita Dunn about learning styles. Clearing House, 71(3), 141-145.
Shaw, G. and Marlow, N. (1999). The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning. Computers & Education, 33(4), 223-234.
Smith, L.H and Renzulli,J.S. (1984) . Learning style preferences: A practical approach for classroom teachers. Theory into Practice, 23(1), 44–50.
Sutherland, P. (1995). An investigation into Entwistlean adult learning styles in mature students. Educational Psychology, 15 (3), 257-271.
Sünbül, A.M. and Sarı, H.(2005). “An analysis of high school students’ learning strategies and styles in Turkey”. In Nikos P.Terzis (ed.). Quality in Education in the Balkans.Thessaloniki – Greece : Kyriakidis Brothers s.a. pp:535-563. The Republic of Turkey, Bolu Governorship, Provincial Directorate of National Education , ILSIS Bureau Data.
Thornton, B, Haskell, H., and Libby, L. (2006). A comparison of learning styles between gifted and non -gifted high school students. Individual Differences Research, 4(2), 106–110.
Vermunt, J. D.(2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49(3), 205–234.
Yıldırım, A.and Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Qualitative Research Methods in Social Sciences) (5th Ed.) . Ankara: Seçkin Yayıncılık San. ve Tic. A .Ş.
Wakefield, A.P. (1993). Learning styles and learning dispositions in public schools: some implications of preference. Education, 113(3), 402-406.
Wintergerst, A.C., DeCapua, A.and Verna, M.A. (2003).Conceptualizing learning style modalities for ESL / EFL students. System, 31(1), 85-106.
Zhang,L. and Sternberg, R.J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17(1), 1-53.