Figure 2 - uploaded by İbrahim Yaşar Kazu
Content may be subject to copyright.
Source publication
The aim of the present study is to detect the learning styles of teacher candidates who receive training in the Faculty of Education at Firat University in Turkey. The study is conducted on 446 teacher candidates who are in the first and fourth years in the departments of Primary School Education, Social Studies, Science Education, Art Education, T...
Contexts in source publication
Context 1
... Assimilator: Creating conceptual models and reflective observations are their specific characteristics. In other words, creating conceptual models, focusing on abstract concepts and ideas during the learning process are their specific characteristics. 3 . Converger: The characteristic of this learning style is that individuals rely on abstract conceptualization and concrete experience. So they need to perceive the whole and moving from the whole to the parts. 4. Diverger: Thinking, being aware of values and meanings, concrete experience and learning through reflective observation are the main characteristics. They adjust by observing concrete situations from different angles. They construct their ideas patiently, objectively and carefully in the learning process. But they avoid action while taking their ideas into consideration, and at the same time they are aware of their own feelings and ideas. The reason why this learning style is called diverger is that individuals bring different ideas together and they show a better performance when desired. Dunn and Dunn have taken some developmental characteristics into consideration while determining learning styles. These are biological and individual developmental characteristics. Because of the differences coming from these biological and individual developmental characteristics, some ways can be found to make instruction appropriate. In other words, some students learn through hearing, some through experien- cing and some primarily through watching. According to Dunn and Dunn, the important thing is that teacher has to determine the ways by which the student learns in the process (Çaycı and Ünal, 2007; Dunn and Dunn, 1978; 1993). As a result, there are many compelling reasons why learning styles must be kept in mind in the education and training process. These can be summarized and itemized as follows: When an individual’s learning style is known, it means that every individual can be perceived as different from the others. That is, the individual will create his/her own learning style. As perception frequencies of the brain differ, individuals interpret stimuli, drawing on sensory memory. When characteristics like age and gender are known, their differences are recognized. A teacher who is aware of his/her students’ learning styles is the one who will serve the objectives of the education. Recognizing the student’s learning style contributes to effectiveness. The effectiveness will decrease if the student learns in an environment, incompatible with his/her learning style. Although education is student-centered today, some tendency towards a teacher-centered education commit- ment of the past still exists. As a consequence of this, student’s interests, expectations and needs are ignored. But something that must be kept in mind in the education process is the idea that every individual behaves according to his/her personal needs and that s/he is responsible for his/her learning. However, it is because of the fact that learning is a personal process. This is one of the reasons demanding that learning styles should be taken into consideration in the education and teaching process. The purpose of multiple intelligences theory and constructivism recently applied in education and the aim of teaching is to encourage the students to acquire know- ledge according to their own learning styles by giving them a variety of work and projects. As seen in Figure 2 and explained in the theory of multiple intelligences, individuals have different intelligences. Individual learns according to his/her dominant type of intelligence. The important thing for the teacher is to do activities in the class according to the dominant type of intelligence in the student’s learning style. In this way, the student will be more active in the class since these activities ...
Context 2
... purpose of multiple intelligences theory and constructivism recently applied in education and the aim of teaching is to encourage the students to acquire knowledge according to their own learning styles by giving them a variety of work and projects. As seen in Figure 2 and explained in the theory of multiple intelligences, individuals have different intelligences. Individual learns according to his/her dominant type of intelligence. ...
Citations
... In his study conducted with prospective teachers studying at different teaching fields such as primary education, computer education and instructional technologies, science education, arts education, social fields and Turkish teaching at different grades, Kazu [72] specifies that the dominant learning styles of the prospective teachers include the assimilating learning style and the converging learning style. Hence, Kolb [7,20,21,29] also states that concrete experience and active experience are dominant in disciplines such as social services, education, educational psychology and educational administration. ...
... In other words, there is no significant difference between the dominant learning styles of the prospective biology teachers and those of the students studying at the biology department participating in the study. Hence, in his study performed with the prospective teachers studying at different teaching fields and at different grades, Kazu [72] specifies that there is no significant difference in the learning styles of the prospective teachers as per the teaching field in which they study. Moreover, comparing the faculties of education in the sample of this study, it is detected that the dominant learning styles of the prospective biology teachers participating in the study statistically and significantly differ as per the faculties which they study at, and yet comparing the biology departments of 8 faculties in the sample of the study, it is observed that this difference is not statistically significant. ...
... Considering the grades of the students, it is remarkable that there is no significant relationship among the learning styles of the biology students and that there is a significant relationship among the learning styles of students at biology teaching department. In most of the studies investigating whether there exists a difference in the learning styles of the prospective teachers as per the variable of grade, it can be concluded that there is a difference in the learning styles of the prospective teachers from the first and the last grades [37,46,47,53,60,64,66,69,72,79,80]. In this study, the significant relationship among the learning styles of the prospective teachers studying at the biology teaching department, may be due to the fact that teaching courses that are related to education based on practice such as special teaching methods and school experience have affected the learning ways of the prospective teachers studying at the biology teaching departments. ...
This study has been carried out with the aim of researching dominant learning styles of the students studying at the biology departments of the faculty of science or the faculty of arts and sciences as well as the dominant learning styles of the prospective biology teachers studying at the faculty of education of universities in Turkey, by taking certain demographics (department, faculty, gender and grade) as basis. In this context, the sample of this study consists of the students studying at the biology teaching departments of faculties of education from 5 universities in Turkey and the students studying at the biology department of science faculties or sciences and arts faculties from 8 universities. In this study, 1255 students in total volunteered to answer Kolb's Learning Styles Inventory (KLSI-3), which has been used as an assessment tool. Evaluating the findings of the study in a general sense, it has been detected that the learning style of most students is absorbing and discriminating and that the percentage distribution of the students whose learning styles are reviewing or reflecting is much lower. It has been understood that the difference between the learning styles of the prospective biology teachers and the learning styles of the biology department students in Turkey is not statistically significant. There is not a significant relationship among the learning styles of the students studying at the biology department based on their class levels, however, such a significant relationship is observed among the prospective biology teachers based on their class levels. It is observed that the relationship among learning styles and other demographics is not significant.
... The dominant learning styles of prospective teachers of computer and instructional technologies teaching (CITT) which requires information and skills about information technology were reported to be converging [45][46]. In a study which included prospective teachers of primary school education, CITT, science education, art education, social studies and Turkish language teaching in different years of study, Kazu [61] reported that the two dominant learning styles were assimilating and converging, and there were no significant differences in the learning styles of prospective teachers in terms of the field of education. ...
The purpose of this study is to examine the effects of four-year-long undergraduate education on the learning styles of prospective teachers of social studies. This study was conducted in accordance with longitudinal method, which is one of the research designs used in developmental psychology researches. The study was conducted with the participation of 70 prospective teachers of social studies who studied at Ondokuz Mayis University Faculty of Education between 2009 and 2013 and who volunteered to participate in the study. The learning styles of prospective teachers were found by using Kolb's learning styles inventory in the first and last years of their undergraduate education. When the data from this assessment tool were analyzed, it was found that undergraduate education did not cause a significant difference in the perception (concrete experience-abstract conceptualization) and processing (reflective observation-active experimentation) ways in the learning styles of prospective teachers and similar results were found when the variable of gender was taken as the basis.
... Every student has his/her own learning style. As learning style related to individual characteristics and preferences, learning style reflects the students' preferences on how they perceive the environment, interact with this environment, react and learning experience in this process ( 13 Kazu 2010). Learning style involves learners' preferred ways to receive, process, and recall information during instruction which is related to learners' motivation and informationprocessing habits ( 14 Aragon, Johnson, and Shaik 2002). ...
... Every student has his/her own learning style. As learning style related to individual characteristics and preferences, learning style reflects the students' preferences on how they perceive the environment, interact with this environment, react and learning experience in this process ( 13 Kazu 2010). Learning style involves learners' preferred ways to receive, process, and recall information during instruction which is related to learners' motivation and informationprocessing habits ( 14 Aragon, Johnson, and Shaik 2002). ...
... There was no use of any proper textbook. The students were LEARNING STYLE OF SCHOOL STUDENTS 13 asked to watch BBC news and the classes were conducted on the discussion regarding it. There was no use of native language and the students were taught to think in the target language. ...
The core objective of this study was to find out the differences between the learning styles of the students from English and Bengali medium schools. This research aims at exploring learning styles, effects and the practice of learning styles among the students. 330 students (English = 120, Bengali = 210) and 180 teachers (English = 70, Bengali = 110) from the 24 different schools were participated from the two mediums schools in the survey. In Bengali medium schools, there was lack of proper communication between the teachers and the students. The teacher was always busy about the lecture and the teachers did not give any collaborative task to the students by which he/she can keep students busy or engage but there was no such activity to keep them engaged. The classroom was completely teacher-centered. The teachers of Bengali medium were not so trained as English medium. Due to improper training, they didn’t have that much knowledge about the learning style; was not friendly with the student. Due to unfriendly behavior, the environment became very boring and monotonous to the students. The students felt de-motivated due to unfriendliness behavior. The teachers expressed positive attitudes towards learning styles but they did not follow the learning style properly. Moreover, the pressure of exams and class assignments did not give the students and the teachers enough time to concentrate on individual learning style. A significant portion of teachers (78%) believes that the slow learners in school were inherently incapable to perform better, whereas the responsibility of teachers was to address the need of the students and try to identify their learning style to help them accordingly. It was also identified that some students were visual learners, some were the audio learner and some were kinesthetic learners but the teachers need to identify it successfully. By knowing the individual learning styles the learners would be able to learn more effectively. In addition, schools authorities, as well as the teachers and parents need to take a step to implement learning style approach in the classrooms properly. Moreover, the teacher would have to create such environment where students could learn through playing or doing physical movements so that the classes would not become monotonous for the learners. For this, it is important to receive the benefits of learning style for the effective and successful learning.
... In this study, according to students' learning styles in which they have a gender difference is not meaningful. Supports build upon these discoveries in learning styles according to some studies gender differentiation (Janes et al., 2003;Kayes, 2005;Can, 2010;Cavaş, 2010;Kazu, 2010;Truluck et al., 1999), some studies varied learning styles according to the gender (Çaycı et al., 2007; Çubukçu, 2005). The results, gender may affect students' learning styles have a definite is not decisive. ...
The present study have been conducted to investigate Physical Education and Sports School students' learning style preferences in terms of assertiveness and locus of control to see relationship between and learning style. For this purpose " Kolb's Learning Style Inventory " translated in Turkish by Askar and Akkoyunlu (1993), " Rathus Assertiveness Scale " which was developed by Rathus A.S. (1973) and " Rotter's Locus of Control Scale " (1966) which was developed into Turkish by Dağ (1990) was administrated to three hundred sixty six Erciyes University School of Physical Education and Sports students. For analysis of the data, Chi-Square test, Spearman correlation analysis and Multiple Linear Regression analysis were used and p<0.05 level of significance was searched. According to our findings, assertiveness between learning style were found low levels, negative and significant relationship. Furthermore, the students who have seen their preferred substantially (37.7%) diverge learning style and learning by the feeling and watching.
... In this study, according to students' learning styles in which they have a gender difference is not meaningful. Supports build upon these discoveries in learning styles according to some studies gender differentiation (Janes et al., 2003;Kayes, 2005;Can, 2010;Cavaş, 2010;Kazu, 2010;Truluck et al., 1999), some studies varied learning styles according to the gender (Çaycı et al., 2007; Çubukçu, 2005). The results, gender may affect students' learning styles have a definite is not decisive. ...
... Research reveals that prospective teachers have multiple learning preferences. In the literature, there are many studies (Bahar & Sülün, 2011;Demir, 2008;Evin Gencel & Köse 2011;Gürsoy, 2008;Kazu, 2010;Merter, 2009;Özdemir & Kesten, 2012;Peker & Mirasyedioğlu, 2008;Perry & Ball, 2004;Tuna, 2008) proving that prospective teachers usually exhibit a preference for the converging and assimilating learning styles although there are also prospective teachers who possess the assimilating and accommodating learning styles (Akca, 2013;Baykara Pehlivan, 2010;Eyyam, Meneviş, & Doğruer, 2011;Merter, 2009) and learning styles of prospective teachers do not differ according to gender (Bahar & Sülün, 2011;Gürsoy, 2008;Özdemir & Kesten, 2012). Moreover, studies put forward that prospective teachers' learning styles are related to their self-efficacy (Evin Gencel & Köse, 2011;Baykara Pehlivan, 2010), academic success (Alghasham, 2012;Akca, 2013), attitudes towards technology (Dost & Saglam, 2012), critical thinking levels (Güven & Kürüm, 2008) and scientific process skills (Duran, Işık, Mıhladız, & Özdemir, 2011). ...
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
... Prior to the mid-70s, many researchers have examined the learning styles and learning style models (Gregorc, 1979;Keefe, 1979;Dunn, 1983;Dunn et al., 1989;Dunn and Dunn, 1993;Kazu, 2010). Penger and Tekavčičhave (2009) listed chronological taxonomy of research on learning styles from 2000 until the 2008. ...
... According to Kazu (2010), the studies about learning styles mostly focus on the success of learners in traditional learning environments, attitudes towards learning environments or the rate of involvement in learning environments. Similarly, there are many studies that show that success and performance increase when the correct teaching style matches the right learning style (Orhun, 2013, Novin et al., 2003Felder et al., 2002). ...
... Research reveals that prospective teachers have multiple learning preferences. In the literature, there are many studies ( Bahar & Sülün, 2011;Demir, 2008;Evin Gencel & Köse 2011;Gürsoy, 2008;Kazu, 2010;Merter, 2009;Özdemir & Kesten, 2012;Peker & Mirasyedioğlu, 2008;Perry & Ball, 2004;Tuna, 2008) proving that prospective teachers usually exhibit a preference for the converging and assimilating learning styles although there are also prospective teachers who possess the assimilating and accommodating learning styles ( Akca, 2013;Baykara Pehlivan, 2010;Eyyam, Meneviş, & Doğruer, 2011;Merter, 2009) and learning styles of prospective teachers do not differ according to gender ( Bahar & Sülün, 2011;Gürsoy, 2008;Özdemir & Kesten, 2012). Moreover, studies put forward that prospective teachers' learning styles are related to their self-efficacy ( Evin Gencel & Köse, 2011;Baykara Pehlivan, 2010), academic success ( Alghasham, 2012;Akca, 2013), attitudes towards technology ( Dost & Saglam, 2012), critical thinking levels ( Güven & Kürüm, 2008) and scientific process skills ( Duran, Işık, Mıhladız, & Özdemir, 2011). ...
This study investigated the availability and use of e-learning tools as emerging paradigms in Covenant
University, Nigeria. The study population comprise of 7000 undergraduate students, out of which
1000 was used as sample. Questionnaire was used as data collecting tool for the study. A total of five
hundred and eleven questionnaires were filled and returned. The study revealed that an appreciable
number of e-learning tools were available and in use in the University. Notable among them is an
electronic learning management system – Moodle. Most of the respondents (61.8%) indicated that
they used the e-learning tools mostly for downloading lecture notes. The study further revealed that
there was no significant relationship between students’ level of study (class) and their use of e-
learning tools. Also, no significant relationship between use of e-learning tools and academic
performance was established. Majority of the respondents (54%) identified inadequate internet access
as the biggest challenge to students’ use of e-learning platforms. The study was concluded with
recommendations that could enhance the use of e-learning platforms in Universities in Nigeria.
... Türkçe öğretmenliği bölümü öğrencilerinin öğrenme stillerini belirlemeye yönelik benzer bir çalışmada Demir (2008), cinsiyetin öğrencileri öğrenme stili tercihlerinde etkili olmadığını ortaya koymuştur. Alan yazında yer alan diğer bazı araştırmalarda bu araştırmanın sonuçlarına benzer sonuçlara ulaşılmıştır (Can, 2010;Cavaş, 2010;Kazu, 2010;Demir, 2008;Gürsoy, 2008;Gencel, 2006;Kayes, 2005;Janes ve Reichard, 2003). Öte yandan, öğretmen adaylarının düşünme stillerinin öğrenme biçimlerini tercih etmelerindeki etkisi konulu araştırmasında Çubukçu (2005), cinsiyetin öğrenme stilin tercihinde etkili olduğunu bulmuştur. ...
... Cakmak and Cevik ( 2010 ) Çoban ( 2010 ) Cankaya ( 2010 ) Sahin ( 2010 ) Rehan and Akyuz ( 2010 ) Arabacı ( 2010 ) Okay and Semiz ( 2010 ) Katrinli et al . ( 2010 ) Polat ( 2010 ) Kazu ( 2010 ) Tustin ( 2010 ) Agumba and Fester ( 2010 ) Ukpere ( 2010b ) Dorasamy ( 2010 ) Chiboiwa et al . ( 2010 ) Ambe Weiss ( 2010 ) Rampersad ( 2010 ) Rust and Jager ( 2010 ) Papastefanou ( 2010 ) Percy et al . ...
With the breathtaking success of African Journal of Business Management-AJBM in the recent years, has become one of most commanding podiums for the scholar especially from the developing world. In 2009, not only its impact factor has increased substantially, but also one of its published papers "has been selected by Essential Science Indicators SM from Thomson Reuters as the most-cited paper in the research area of Economics and Business". With its success, submissions have increased dramatically with an equal increased figure of rejection. Huge rejection is not good news for any party. It is now thus important to provide a better editorial guideline for research community to prepare their works making it more suitable and also to help them in targeting the right journal for appropriate readership and audience. This editorial is prepared with the consultation of more than 800 papers submitted from around the globe for the publication in AJBM. A portion of them are published, while a significant numbers are also rejected. Since, research community from Africa, Fareast, Middle-East and the Western world are contributing for AJBM. Every community has some strengths and weaknesses to offer lessons for others. Keeping this in mind, it is thus also important to have a common understanding about the research in business management and writing manuscripts. With an optimistic attitude, this editorial aims to provide a guideline for writing manuscript in the field of Social Science with a special focus on AJBM. Key words: AJBM, Research in business Management, hypothesis/research questions, results/findings, epistemological foundation for research, methodology/methods, scholars/ academics.
