ÝLKÖÐRETÝM OKULU ÖÐRETMENLERÝNÝN ÖÐRENME STÝLÝ TERCÝHLERÝ

Bu çalýþmanýn amacý ilköðretim okulu öðretmenlerinin öðrenme stili tercihlerinin incelenmesidir. Çalýþmanýn örneklemini 2004 yýlýnda Bolu il merkezindeki ilköðretim okullarýnda çalýþan ilköðretim okulu öðretmenleri (n=250) oluþturmaktadýr. Çalýþma sýrasýndaki nicel veriler 2004 yýlýnda Eren (2002) tarafýndan geliþtirilen Öðrenme Biçimi Tercihleri Envanteri (ÖBTE) ile toplanmýþtýr. Çalýþma sýrasýnda ÖBTE’ ye ilave olarak ilköðretim okulu öðretmenlerine açýk uçlu bir soru sorulmuþtur. Toplanan nicel verilerin analizi için SPSS programý ve açýk uçlu sorunun analizi için içerik analizi tekniði kullanýlmýþtýr. Ýlköðretim okulu öðretmenlerinin ÖBTE’ ye verdikleri cevaplarýn analizi öðretmenlerin düþünsel öðrenme stilini tercih etmelerine karþýn öðretmenlere sorulan açýk uçlu sorunun analizi öðretmenlerin aktif öðrenme stilini tercih ettiklerini göstermiþtir. T-testi sonuçlarý sadece görsel öðrenme stili tercihinde bayan öðretmenler lehine anlamlý bir farklýlýk olduðunu göstermektedir.

LEARNING STYLE PREFERENCES OF PRIMARY SCHOOL TEACHERS

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

___

  • 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 Babadoðan, C. (2005). Ýlköðretim 7. ve 8. sýnýf öðrencilerinin öðrenme stillerinin akademik baþarý düzeyi, cinsiyet ve yaþ ile iliþkisi (Relationships between learning style preferences and gender, age and success level at 7th and 8th grade). Eðitim Araþtýrmalarý (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.
  • Çýngý, H.(1994).Örnekleme Kuramý (Sampling theory) (2.Baský). Ankara: Hacettepe Üniversitesi Fen Fakültesi Basýmevi. Hacettepe Üniversitesi Fen Fakültesi Yayýnlarý Ders Kitaplarý 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 Eðitim Bilimi Alanlarýnda Öðrenim Gören Üniversite Öðrencilerinin Öðrenme Biçimleri Arasýndaki Farklýlýðýn Ýncelenmesi (Examining the Difference of Learning Styles Between the Undergraduates Who Study in Science, Social and Educational Science Fields) .Yayýmlanmamýþ Yüksek Lisans Tezi (Unpublished M.A.Thesis ), Bolu: Abant Ýzzet 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 Sarý, 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 , ÝLSÝS Bureau Data.
  • Thornton, B, Haskell, H., and Libby, L. (2006). Acomparison 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.
  • Yýldýrým, A.and Þimþek, H. (2005). Sosyal Bilimlerde Nitel Araþtýrma Yöntemleri (Qualitative Research Methods in Social Sciences) (5th Ed.) . Ankara: Seçkin Yayýncýlýk San. ve Tic. A.Þ.
  • 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/ EFLstudents. 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.
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • ISSN: 1303-0493
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2000
  • Yayıncı: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi
Sayıdaki Diğer Makaleler

Sınıf Öğretmenliği Öğretmen Adaylarının Bilgi Okur-Yazarlığı Becerileri Üzerine Bir Durum Çalışması

Türkan ARGON, Çiğdem ÖZTÜRK, Hülya KILIÇASLAN

Okullarda Görülen Öğrenciden Öğrenciye Yönelik Şiddet Olaylarının Bazı Değişkenler Açısından Arşiv Araştırması Yöntemiyle İncelenmesi

Sefa BULUT

Türk Dili ve Edebiyatı Öğretmen Adaylarının Alanlarına Yönelik Lisans Programlarında Yer Almasını İstedikleri Seçmeli Dersler(Marmara Üniversitesi Örneklemi)

Cemal SARAÇ

Powerpoint Programında Hazırlanan Okuma Materyalinin 12-13 Yaşlarında Kaynaştırma Programına Devam Eden Hafif Düzeyde Zihinsel Engelli Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi

Erkan TEKİNARSLAN, Ayşenur ÇATAK ATİK

An Investigation Of The Relationships Between Self-Compassion, Motivation, And Burnout With Structural Equation Modeling[English]

Bayram ÇETİN, Hasan Basri GÜNDÜZ, Ahmet AKIN

An Investigation of the Relationships Between Self-Compassion, Motivation, and Burnout With Structural Equation Modeling

Ahmet AKIN, Hasan Basri GÜNDÜZ, Bayram ÇETİN

Kaynaştırma Sınıfı Öğretmenlerinin Öğretimin Uyarlamasına İlişkin Yaptıkları Çalışmaların Belirlenmesi

Murat VURAL, Ahmet YIKMIŞ

Jules Verne'den Bir Osmanlı Hicvi: İnatçı Keraban

Nezahat ÖZCAN

Learning Style Preferences of Primary School Teachers

Raşit ÖZEN

ÖZ-DUYARLIK, MOTÝVASYON VE TÜKENMÝÞLÝK ARASINDAKÝ ÝLÝÞKÝLERÝN YAPISAL EÞÝTLÝK MODELÝYLE ÝNCELENMESÝ

Bayram ÇETİN, Hasan Basri GÜNDÜZ, Ahmet AKIN