International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2015, Vol. 11(2) 39-56

Learning Styles and Problem Solving Skills of Turkish Prospective Teachers

Ilke Evin Gencel

pp. 39 - 56   |  Manu. Number: ijpe.2015.017

Published online: June 15, 2015  |   Number of Views: 1  |  Number of Download: 24


Abstract

Global changes in educational discourse have an impact on educational systems, so teacher education programs need to be transformed to better train teachers and to contribute to their professional development. In this process learning styles and problem solving skills should be considered as individual differences which have an impact in transformative and lifelong learning. In this context, this study aims to investigate the learning styles and problem solving skills of individuals training to become teachers. All participants (N=887) are education students at a state university in Turkey. This study revealed that the converging learning style was the most common among our sample of teacher candidates. Additionally, the learning styles of our participants did not differ in accordance with gender or academic department and the problem solving scores of all participants fell within the intermediate level range. Within this intermediate range, however, students who possessed the converging learning style tended to have higher scores on the problem solving measure than students possessing the other learning styles.

Keywords: Learning styles, problem solving skills, prospective teachers, teacher training


How to Cite this Article?

APA 6th edition
Gencel, I.E. (2015). Learning Styles and Problem Solving Skills of Turkish Prospective Teachers . International Journal of Progressive Education, 11(2), 39-56.

Harvard
Gencel, I. (2015). Learning Styles and Problem Solving Skills of Turkish Prospective Teachers . International Journal of Progressive Education, 11(2), pp. 39-56.

Chicago 16th edition
Gencel, Ilke Evin (2015). "Learning Styles and Problem Solving Skills of Turkish Prospective Teachers ". International Journal of Progressive Education 11 (2):39-56.

References
  1. Akkoyunlu, B., Altun, A., & Soylu, M. (2008). Öğretim tasarımı. Ankara: Maya Akademi. [Google Scholar]
  2. Akca, F. (2013). An investigation into the academic success of prospective teachers in terms of learning strategies, searning styles and the locus of control. Journal of Education and Learning. 2(1), 134-146. [Google Scholar]
  3. Aksan, N. (2004). Üniversite öğrencilerinin epistemolojik inançları ile problem çözme becerileri arasındaki ilişki. Yayımlanmamış Yüksek Lisans Tezi. Çanakkale: Çanakkale Onsekiz Mart Üniversitesi. [Google Scholar]
  4. Alghasham, A. A. (2012). Effects of students’ learning styles on classroom performance in problem based learning. Medical Teacher, 34 (1), 9-14. [Google Scholar]
  5. Apter, M.J. (2001). Motivational styles in everyday life: A guide to reversal theory. Washington DC: American Psychological Association. [Google Scholar]
  6. Atay, S., İbiş, T., & Kartal, F. (2009). Çanakkale onsekiz mart üniversitesi sağlık yüksekokulu öğrencilerinin öğrenme stillerinin değerlendirilmesi. The First International Congress of Educational Research, May 1-3, 2009, Çanakkale. [Google Scholar]
  7. Aşkar, P., & Akkoyunlu, B. (1993). Kolb öğrenme stili envanteri. Eğitim ve Bilim, 87: 37-47. [Google Scholar]
  8. Bahar, H. H., & Sülün, A. (2011). Fen bilgisi öğretmeni adaylarının öğrenme stilleri, öğrenme stili cinsiyet ilişkisi ve öğrenme stiline göre akademik başarı. Kastamonu Eğitim Dergisi. 19:379- 386. [Google Scholar]
  9. Ball, D. L., & Forzani, F. M. (2011). Teaching skillful teaching. Educational Leadership, 68 (4), 40- 45. [Google Scholar]
  10. Barrot, J. S., (2013). A macro perspective on key issues in English as second language pedagogy in the postmethod era: Confronting challenges through sociocognitive-transformative approach. The Asia-Pacific Education Researcher, 1-15. [Google Scholar]
  11. Baykara Pehlivan, K. (2010). A study on prospective teachers’ learning styles and their attitudes toward teaching profession. Elementary Education Online,  9 (2), 749-763. [Google Scholar]
  12. Bayraktar, G., Güngörmüş, H. A., Gülbahçe, Ö., Şahin, S., & Bastık, C. (2011). Beden eğitimi ve Türkçe öğretmeni adaylarının problem çözme becerisi algı düzeyleri açısından karşılaştırılması. E-Journal of New World Sciences Academy, 6 (2), 159-168. [Google Scholar]
  13. Boosman, H., Meily, J.M.A., Pos, M.W.M., Lindeman, E., & Heugten, C.M.V. (2012). Exploring the relation between learning styles and cognitive impairment in patients with acquired brain injury. Neuropsychological Rehabilitation, 22: 26-39. [Google Scholar]
  14. Cobb, P., & Steffe, P. (2011). The constructivist researcher as teacher and model builder. A Journey in Mathematics Education Research, 48: 19-30. [Google Scholar]
  15. Coffield, F.D., Moseley. D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. London: Learning Skills and Research Center. [Google Scholar]
  16. Cranton, P. (2006). Understanding and promoting transformative learning. San Francisco: Jossey-Bas. [Google Scholar]
  17. Çapri, B., & Gökçakan, Z. (2008). Akılcı duygusal davranış terapisine dayalı grupla psikolojik danışmanın üniversite öğrencilerinin problem çözme becerileri algılarına etkisi. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 17: 135-154. [Google Scholar]
  18. Çaycı, B., & Ünal, E. (2007). Sınıf öğretmeni adaylarının sahip olduğu öğrenme stillerinin çeşitli değişkenlere göre incelenmesi. Bilim, Eğitim ve Düşünce Dergisi, 7: 1-16. [Google Scholar]
  19. Demir, T. (2008). Türkçe eğitimi bölümü öğrencilerinin öğrenme stilleri ve bunların çeşitli değişkenlerle ilişkisi (Gazi üniversitesi örneği). The Journal of International Social Research,1: 129-148. [Google Scholar]
  20. Dost, S. & Saglam, Y. (2012). Effects of preservice teachers’ learning styles and field of study on computer assisted learning. Procedia Social and Behavioral Sciences. 46:3812-3816. [Google Scholar]
  21. Dunn, R., & Dunn, K. (1992). Teaching secondary students through their individual Learning styles “practical approaches for grades 7-12. Boston: Allyn&Bacon. [Google Scholar]
  22. Duran, M., Işık, H., Mıhladız, G., & Özdemir, O. (2011). The relationship between the preservice science teachers’ scientific process skills and learning styles. Western Anatolia Journal of Educational Science, Special Issue: Selected papers presented at WCNTSE, 467-474. [Google Scholar]
  23. D’Zurilla, T., Chang, E., & Sana, L.J. (2003). Self- esteem and social problem solving as predictors of aggrassion in college students. Journal of Social and Clinical Psychology. 22 : 424-440. [Google Scholar]
  24. Ergür, D.O. (1998). Hacettepe üniversitesi dört yıllık lisans programlarındaki öğrenci ve öğretim üyelerinin öğrenme stillerinin karşılaştırılması. Yayımlanmamış Doktora Tezi. Ankara:Hacettepe Üniversitesi. [Google Scholar]
  25. Erichsen, A.E. (2011). Learning for change: Transforming experience as identity. Journal of Transformative Education, 9:109-133. [Google Scholar]
  26. Evin Gencel, İ. (2006). Öğrenme stilleri, deneyimsel öğrenme kuramına dayalı eğitim, tutum ve sosyal bilgiler program hedeflerine erişi düzeyi. Yayımlanmamış Doktora Tezi. İzmir: Dokuz Eylül Üniversitesi. [Google Scholar]
  27. Evin Gencel, İ., & Köse, A. (2011). Relationship between the prospective science teachers' learning styles, learning and study strategies and self-efficacy beliefs in science teaching. Journal of Theory and Practice in Education. 7:311-333. [Google Scholar]
  28. Eyyam, R., Meneviş, İ., & Doğruer, N. (2011). An investigation of the learning styles of prospective educators. The Online Journal of New Horizons in Education. 1 (3), 1-6. [Google Scholar]
  29. Ferah, D. (2000). Kara harp okulu öğrencilerinin problem çözme becerilerini algılamalarının ve problem çözme yaklaşım biçimlerinin cinsiyet, sınıf, akademik başarı ve liderlik yapma açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Ankara: Hacettepe Üniversitesi. [Google Scholar]
  30. Garvey, M., Bootman, J.L., McGhan, W.F., & Meredith, K. (1984). An assessment of learning styles among pharmacy students. American Journal of Pharmaceutal Education, 48: 134-140. [Google Scholar]
  31. Gregorc, A.F. (1984). Style as a symptom: A phenomenological perspective. Theory Into Practice, 23: 51-56. [Google Scholar]
  32. Gürsoy, T. (2008). Öğretmen adaylarının öğrenme stillerinin çeşitli değişkenler açısından incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Aydın: Adnan Menderes Üniversitesi. [Google Scholar]
  33. Gürşen Otacıoğlu, S. (2008). Öğretmen adaylarının problem çözme becerileri ile özgüven düzeylerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 8: 893-923. [Google Scholar]
  34. Güven, M. Kürüm, D. (2008). Öğretmen adaylarının öğrenme stilleri ile eleştirel düşünme eğilimleri arasındaki İlişki. Elementay Education Online. 7 (1), 53-70 [Google Scholar]
  35. Hadfied , J. (2006). Teacher education and trainee learning style. Regional Language Center Journal, 37: 368-386. [Google Scholar]
  36. Hasırcı, O. (2006). Sınıf öğretmenliği öğrencilerinin öğrenme stilleri: Çukurova üniversitesi örneği. Eğitimde Kuram ve Uygulama, 2: 15-25. [Google Scholar]
  37. Healey, M., Kneale, P., & Bradbeer, J. (2005). Learning styles among geography undergraduates: An international comparison. Area, 37: 30-42. [Google Scholar]
  38. Hein, T.L., & Budny, D.D. (2000). Teaching to students’ learning styles: Approaches that work. Frontiers in Education Conference. Puerto Rico: San Juan. [Google Scholar]
  39. Heppner, P.P., & Baker, C.E. (1997). Applications of the problem solving Inventory. Measurement & Evaluation in Counseling & Development. 29: 229-313. [Google Scholar]
  40. Heppner, P.P., Baumgardner, A.H., & Jakson, J. (1985). Depression and attributional style: Are they related? Cognitive Therapy and Research, 9:105-113. [Google Scholar]
  41. Heppner, P.P., Reeder, B., & Larson, L.M. (1983). Cognitive variables associated with personal problem-solving appraisal: Implications for counseling. Journal of Counseling Psychology, 30: 537-545. [Google Scholar]
  42. Heppner, P.P., & Petersen, C.H. (1982). The development and implications of a personal problem solving inventory. Journal Of Counseling Psychology, 29(1), 66-75. [Google Scholar]
  43. Honigsfeld, A., & Schiering, M. (2004). Diverse approaches to the diversity of learning styles in teacher education. Educational Psychology, 24: 487-507. [Google Scholar]
  44. Joycey, A.P., & Kantraidou, Z. (2011). Major, minor, and negative learning style preferences of university students. System, 39: 103-112. [Google Scholar]
  45. Kazu, I.Y. (2010). Learning styles of teacher candidates: A sample of Firat  University.  African Journal of Business Management 4 (15), 3265-3276. [Google Scholar]
  46. Kennedy, L., Tipps, S., & Johnson, A. (2004). Guiding children’s learning of mathematics. New  York: Wadsworth. [Google Scholar]
  47. Kesgin, E. (2006). Okulöncesi eğitim öğretmenlerinin özyeterlik düzeyleri ile problem çözme yaklaşımlarını kullanma düzeyleri arasındaki ilişkinin incelenmesi. Yayımlanmamış yüksek  lisans tezi. Denizli: Pamukkale Üniversitesi. [Google Scholar]
  48. Kılıç, E., & Karadeniz, Ş. (2004). Cinsiyet ve öğrenme stillerinin gezinme stratejileri ve başarıya  etkisi. G. Ü. Gazi Eğitim Fakültesi Dergisi, 24: 129-146. [Google Scholar]
  49. Kolb, D.A. (1984). Experiential learning: Experiencies as the source of learning and development. Englewood Cliffs, N.J.: Prentice-Hall. [Google Scholar]
  50. Kolb, D.A. (1999). The kolb learning style inventory. Boston: Hay Resources Direct. [Google Scholar]
  51. Kolb, A.Y., & Kolb, D.A. (2005). Learning styles and learning spaces: Enhancing experiential  learning in higher education. Academy of Management Learning and Education. 4: 193-212. [Google Scholar]
  52. Küçükkaragöz, H., Deniş, H., Ersoy, E., & Karataş, E. (2009). İlköğretim matematik, fen bilgisi ve  türkçe öğretmen adaylarının öğrenme stilleri ve problem çözme becerilerinin incelenmesi. Çanakkale: The First International Congress of Educational Research Presentations, May 1-3, 2009. Available at http://oc.eab.org.tr/egtconf/pdfkitap/pdf/200.pdf. Accessed 10 May 2012. [Google Scholar]
  53. Le Fevre, C.W., Fritz, E., & Westhuizen, G. (2011). The community of learning is in the Baobab tree- how the branches stay together in the context of professional preparation. South African Journal of Education, 31:561-573. [Google Scholar]
  54. Magro, K., & Polyzoi, E. (2009). Geographical and psychological terrains of adults from war-affected backgrounds. Journal of Transformative Education, 7:85-106. [Google Scholar]
  55. Mc  Gonical,  K.  (2005).Teaching  for  transformation:From  learning  theory  to  teaching  strategies. Speaking of Teaching, 14:1-5. [Google Scholar]
  56. Metallidou, P., & Platsidou, M. (2008). Kolb’s learning style inventory-1985: Validity issues and relations with metacognitive knowledge abaout problem solving strategies. Learning and Individual Differences. 18, 114-119. [Google Scholar]
  57. Merter, F. (2009). Cumhuriyet-dicle-inönü üniversitesi eğitim fakültesi ilköğretim bölümü öğrencilerinin öğrenme stilleri ve öğrenme stillerini farklılaştıran sosyo-ekonomik faktörler. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 13: 78-96. [Google Scholar]
  58. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bas. [Google Scholar]
  59. Moore, J. (2005). Is higher education ready for transformative learning? A question explored in the study of sustainability. Journal of Transformative Education, 3:76-91. [Google Scholar]
  60. Mutlu, M. (2008). Eğitim fakültesi öğrencilerinin öğrenme stilleri. A. Ü. Kazım Karabekir Eğitim Fakültesi Dergisi, 17: 1-21. [Google Scholar]
  61. Özdemir, N., & Kesten, A. (2012). Sosyal bilgiler öğretmen adaylarının öğrenme stilleri ve bazı demografik değişkenlerle ilişkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16 (1), 361-377. [Google Scholar]
  62. Peker, M., & Mirasyedioğlu, Ş. (2008). Preservice elementary school teachers’ learning styles and attitude towards mathematics. Eurasia Journal of Mathematics,  Science&Technology  Education, 4: 21-26. [Google Scholar]
  63. Perry, C., & Ball, I. (2004). Teacher subject specialism and their relationship to learning styles, psychological types and multiple ıntelligences: Implications for course development. Teacher Development,  8: 9-28. [Google Scholar]
  64. Saracho, O. (2003). Matching teachers’ and students’cognitive styles. Early Child Development and Care, 173 (2-3), 161-173. [Google Scholar]
  65. Senemoğlu, N.(2002). Gelişim, öğrenme ve öğretim kuramdan uygulamaya. Ankara: Gazi Kitapevi Solvie, P., & Sungur, E. (2012). Teaching for success: Technology and learning styles in preservice teacher education. Contemporary Issues and Technology and Teacher Education, 12: 6-40. [Google Scholar]
  66. Stewart, V. (2011). Raising teacher quality around the world, Educational Leadership, 68 (4), 6-20. [Google Scholar]
  67. Schultz, M.C., & Shultz, J.T. (2004). Interpreting the learning styles of traditional and  distance learning students. Journal of College Teching&Learning, 1:19-28. [Google Scholar]
  68. Scott, S., & Koch, D. (2010). Teaching university level technology students via the learning preferences and problem solving approach. The Journal of Technology Studies, 36: 16-23. [Google Scholar]
  69. Sywelem, M., Al-Harbi, Q., & Fathema, N. (2012). Learning style preferences of student teachers: A cross cultural perspective. Institute for Learning Styles Journal, 1:10-24. [Google Scholar]
  70. Şirin, A., & Güzel, A. (2006). Üniversite öğrencilerinin öğrenme stilleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri 6(1), 231-264. [Google Scholar]
  71. Taylor, E. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26:173-191. [Google Scholar]
  72. Tuna, S. (2008). Resim-iş öğretmenliği öğrencilerinin öğrenme stilleri. Elektronik Sosyal Bilimler Dergsi, 7: 252-261. [Google Scholar]
  73. Yıldırım, H. İ., & Yalçın, N. (2008). Eleştirel düşünme becerilerini temel alan fen eğitiminin fen bilgisi öğretmen adaylarının problem çözme becerilerine etkisi. Gazi Eğitim Fakültesi Dergisi, 28 (3), 165-187. [Google Scholar]
  74. Wade, S., Fauske, J.R., & Audrey, T. (2008). Prospective teachers’ problem solving in online peer-led dialogues. American Educational Research Journal, 45: 398-442. [Google Scholar]