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İlköğretim Bölümü Öğrencilerinin Düşünme Stilleri Profili Açısından İncelenmesi

The Investigation of the Thinking Styles Profile of Students in the Department of Elementary Education

Journal Name:

  • Ege Ünivesitesi Ege Eğitim Dergisi/Ege Eğitim Online

Publication Year:

  • 2005

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study was designed to achieve three objectives. The first was to investigate the thinking styles profile of student teachers at the department of elementary education. The second was to examine the relationship between thinking styles and academic achievement. The third objective was to investigate the relationships between thinking styles as assessed by TSI and a number of student teachers’ background characteristics. A total of 488 first (260) and fourth (228) grade student teachers (343 female and 141 male) studying in different subject area at the Faculty of Education in Pamukkale University, Denizli, participated to the study. The results of the study showed that the student teachers generally are in a tendency to use more the first type thinking styles. It was also found that legislative, hierarchic, local, external and conservative thinking styles were related with academic achievement. Moreover, the findings indicated significant relationships between certain thinking styles and examined student teachers’ characteristics. The results and their implications for teaching, learning and assessment in the classroom were discussed.
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Abstract (Original Language): 
Bu çalışma ile üç amaca ulaşılmaya çalışılmıştır. Bunlardan birincisi ilköğretim bölümü öğretmen adaylarının düşünme stilleri profilini araştırmaktır. İkincisi düşünme stilleri ile akademik başarı ilişkisini incelemektir. Üçüncüsü ise öğretmen adaylarına ilişkin bazı demografik ve psikososyal özellikler ile düşünme stilleri arasındaki ilişkiyi test etmektir. Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi’nde çeşitli anabilim dallarında öğrenim gören toplam 488 birinci (260) ve dördüncü (228) sınıf öğrencisi (343 kız ve 141 erkek) katılmıştır. Çalışma sonuçları, öğretmen adaylarının genel olarak birinci tip düşünme stillerini kullanma eğiliminde olduklarını göstermiştir. Ayrıca yasama, hiyerarşik, local, dışsal ve muhafazakar düşünme stilinin akademik başarı ile ilişkili olduğu bulunmuştur. Bunlara ek olarak, araştırmada belirli düşünme stillerinin incelenen öğrenci özellikleri ile anlamlı düzeyde ilişkili olduğu da görülmüştür. Çalışmada, elde edilen bulgular ve doğurguları öğretim, öğrenme ve değerlendirme açısından tartışılmıştır.
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  • 6
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  • Turkish

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