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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 2, Article 12 (Dec., 2018) |
A comparative study of the teaching practice preferences of teachers with different learning styles
Aysegul SAGLAM ARSLAN1 and Engin KANGAL2
11Trabzon University, Fatih Faculty of Education, Trabzon, TURKEY
2Physics Teacher at High School, Sivas-TURKEY
E-mail: asaglam-arslan@ktu.edu.tr, asaglam_arslan@yahoo.fr
Received 12 Apr., 2018
Revised 26 Dec., 2018
The aim of this study is to identify how physics teachers who have different learning styles differ in terms of their teaching practices in the classroom. For this purpose, Kolb's Learning Styles Inventory was applied with regard to15 physics teachers who volunteered to take part in the study, leading to a determination of the learning styles of the teachers, culminating with further work with 4 physics teachers who had different learning styles. In this process, teachers were observed for extended periods of time during their classes followed by a two-dimensional analysis of the observations using a class observation form developed specifically for the study. The dimensions analyzed were Teacher Focused-Analysis and Teaching Practices (teaching for different learning skills).
The study contributes to the literature with an analysis of actual class environments, revealing that teachers employ similar teaching practices, regardless of their own learning styles.
Keywords: Learning styles, Physics Education, Teaching practices.
