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Asia-Pacific Forum
on Science Learning and Teaching, Volume 13, Issue 2, Article 4 (Dec., 2012) |
A review on learning styles and critically thinking disposition of pre-service science teachers in terms of miscellaneous variables
Nilgün YENİCE
Adnan Menderes University, Education Faculty
Department of Primary Science Education, Aydın, TURKEYE-mail: nyenice@gmail.com;
Received 25 Jun., 2011
Revised 17 Dec., 2012
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.
Keywords: Pre-service science teacher, Learning style, Critical thinking disposition.
