SavedAdd your journal

Journals / IOJET / 2020 / Cilt: 7 - Sayı: 2

ANALYSIS OF PRE-SERVICE TEACHERS’ LEARNING STYLES ACCORDING TO VERMUNT LEARNING STYLE MODEL

Gülçin ZEYBEK
Cihad ŞENTÜRK
Journal
IOJET
Pages
280–294
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Thefindings reveal that pre-service teachers predominantly had “deep processing” and “intake ofknowledge” learning styles, and the differences in learning styles according to gender andage variables were significant.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to identify the learning styles of pre-service teachers who had pedagogicalformation education according to Vermunt Learning Style Model and to examine the learningstyles of pre-service teachers considering their demograpichs such as gender and age.
📊
Key Findings & Data:Thestudy was carried out with 442 pre-service teachers who attended the certificate program ofpedagogical formation education delivered at Karamanoğlu Mehmetbey UniversityEducation Faculty in 2017-2018 academic year. “Vermunt Learning Styles Inventory” wasused to identify the learning styles of pre-service teachers participated in the study.
💡
Conclusion & Impact:Thefindings reveal that pre-service teachers predominantly had “deep processing” and “intake ofknowledge” learning styles, and the differences in learning styles according to gender andage variables were significant.
🔬Design:Modeling & Simulation
📍Scope:2017-2018 Verileri
⚙️Variables:Domain Parameters

Abstract

This study aims to identify the learning styles of pre-service teachers who had pedagogicalformation education according to Vermunt Learning Style Model and to examine the learningstyles of pre-service teachers considering their demograpichs such as gender and age. Thestudy was carried out with 442 pre-service teachers who attended the certificate program ofpedagogical formation education delivered at Karamanoğlu Mehmetbey UniversityEducation Faculty in 2017-2018 academic year. “Vermunt Learning Styles Inventory” wasused to identify the learning styles of pre-service teachers participated in the study. Thefindings reveal that pre-service teachers predominantly had “deep processing” and “intake ofknowledge” learning styles, and the differences in learning styles according to gender andage variables were significant. While there are a great number of studies on learning styles,limited studies on Vermunt Learning Style appear in the literature. It is considered thatarranging educational environments and learning experiences according to the learning stylesof individuals would increase the success and efficiency in education. It is anticipated thatthis study is essential in this regard and contributes to the literature and raises awarenessamong educators and students.

🔖

Cite This Article

ZEYBEK, G., ŞENTÜRK, C. (2022). ANALYSIS OF PRE-SERVICE TEACHERS’ LEARNING STYLES ACCORDING TO VERMUNT LEARNING STYLE MODEL. IOJET, Cilt: 7 - Sayı: 2, 280–294. https://ajindex.com/articles/542280

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Babadoğan, C. (2000). Instructional style oriented course design development. National Education Journal, 147, 61-63.
  2. Bilasa, P. (2014). Learning styles and style-oriented instructional design. In S. Fer (Eds.), Learning teaching theories and approaches (3th ed.) (pp. 207-231). Ankara:
  3. Pegem Academy Publishing. Bonomo, V. (2017). Brain-based learning theory. Journal of Education and Human Development, 6(1), 27-43. Doi: 10.15640/jehd.v6n1a3 Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (17th ed.). Ankara:
  4. Pegem Akademi Yayıncılık. Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Edu Psych, 24(4), 419-44.
  5. Curzon, L. B. (2004). Teaching in further education an outline of principles and practise (6th ed.). New York: Continuum. Dembo, H. M. (1994). Applying educational psychology. London: Longman. Deniz, S., Can, S. (2018). Investigation of the learning styles of pre-service sports teachers enrolled at a pedagogical formation program. International Journal of Evaluation and Research in Education, 7(3), 203-211.
  6. Dunn, R. (1996). How to implement and supervise a learning style program. New York: Association for Supervision and Curriculum Development Press.
  7. Dunn, R., & Dunn, K. (1993). Teaching secondary science students through their individual learning styles: Practical approaches for grades 7-12. New York: Allyn and Bacon. Eddy, E. (2012). On the involvement of cognitive processes in the acquisition of English grammar by Slovak learners. Prešove: Prešovská Univerzita Publication. Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72.
  8. Fer, S. (2014). Learning styles and style-oriented instructional design. In S. Fer (Eds.), Learning teaching theories and approaches (3th ed.) (pp.200-215). Ankara:
  9. Pegem Academy Publishing. Fer, S., & Cırık, İ. (2007). Yapılandırmacı öğrenme: Kuramdan uygulamaya [Constructivist learning: From theory to practice]. İstanbul:
  10. Morpa Publishing. Given, B. (2002). Teaching to the brain’s natural learning system. Alexandria, VA: Association for Supervision and Curriculum Development Publications. Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. San Bernardino, CA: Alliance Publishers.
  11. Gülpınar, M. A. (2014). Learning styles of preclinical medical students. H. U. Jo