The Effect of Learning Styles on Prospective Chemistry and Science Teachers’ Self-Regulated Learning Skills

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Sinem Dincol Ozgur


The aim of this study was to determine the learning styles of prospective chemistry and science teachers and to examine the effect of different learning styles on their self-regulated learning skills. The survey method which is one of the quantitative research methods was used in this study. 251 prospective chemistry and science teachers from the Department of Chemistry and Science Education at different three public universities were participated in this study. In the study, the Self-Regulated Learning Skills Scale developed by Turan and Demirel (2010) was used to determine self-regulated learning skills of prospective teachers and “Maggie McVay Lynch Learning Style Inventory” developed by McVay Lynch (2004) and adapted into Turkish by Dağhan and Akkoyunlu (2011), was used to determine the prospective teachers’ learning styles as data collection tools. The results showed that 61.8 % of prospective chemistry and science teachers have visual learning style, followed by moving or kinesthetic learning style (19.9%) and auditory learning style (18.3%).and there was a statistically significant difference in prospective chemistry and science teachers’ lack of self-directedness scores according to their learning styles.        


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