Cognitive Learning Styles as Reflected in the Test Makeup of English Instructors

ÖZET: Bilişsel öğrenme stili öğrenme ve öğretmenin önemli bir bileşenidir. Pedagojik olarak, İngilizce öğreticilerinin öğrencilerinin olduğu kadar kendilerinin nasıl öğrendiklerini bilmeleri öğretme ve değerlendirme arasında köprü kurması açısından yararlıdır. Bu çalışma İngilizce okutmanlarının öğrenme stilleriyle düşünme basamaklarını Bloom’un sınıflandırmasına göre değerlendirmektir. Dil ve dil bilimi ile edebiyat öğreticilerinde oluşan 67 kişilik bir grubunun sınav sonuçları incelenmiş ve öğrenme stilleriyle altı öğrenme amacını önceliklemesi arasında önemli bir bağlantı bulunmuştur. Bir diğer bulgu da edebiyat öğreticilerinin %70’inin benzetici ve uzlaştırı olmalarıdır ki edebiyat ve dil bilimi öğreticilerinin % 67.5’in ayırıcı ve birleştirici oldukları saptanmıştır.

İngiliz Dili Okutmanlarının Sınavlarında Ortaya Çıkan Bilişsel Öğrenme Biçimleri

The cognitive learning style is an indispensable variable in the composite of the teaching-learning process. Pedagogically, it can be useful if instructors explore what type of learners they are in addition to the mode of learning preference their students depict. This can bridge the gap between training and evaluating procedures. The study addresses the relationship between English instructors’ learning styles and assessing the thinking levels suggested in Bloom’s Taxonomy. A sample of 67 professors in both language/linguistics and literature was studied and samples of their tests were analyzed. A significant correlation between learning style and the prioritizing of the six learning objectives is found. Another result shows that 70% of literature instructors turn out to be assimilators and accommodators while 67.5% of language/linguistics ones prefer the diverger and converger modes.

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