Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Yazarlar: M. Sencer Bulut, Özlem Kaf Hasırcı

Konular:-

Anahtar Kelimeler: Learning styles,Kolb learning styles inventory,Primary teachers,Teaching styles

Özet: Abstract The main purpose of this research was to see how teachers manage to incorporate their own learning styles into their instruction in social studies courses. Also, this study aims to identify teachers’ ideas and thoughts on their own teaching styles. This study is a qualitative one in which the data is gathered through non-participant observation, semi-structured interviews, and questionnaire. Firstly, Kolb Learning Style Inventory was conducted to 84 fourth and fifth grade elementary school teachers. As a result of the inventory, most of the teachers (%75.27) were categorized as assimilators (%35.95) and convergers (%39.32).In the second phase of the study, six volunteer teachers from the dominant categories were selected for the study group; three teachers from the assimilator group and three from the converger group. The qualitative data obtained in the study were analyzed with content analysis. With regard to teachers’ learning styles, the data showed that there are no crucial differences among their teaching styles. Moreover, the study revealed that converger teachers are comfortable with learning by doing. On the other hand, the teachers who have assimilator learning style prefer visual learning. Yet, both groups were seen to use almost similar techniques  

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