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This study investigates the relationship between pre-service teachers’ learning
styles (LS) and their critical thinking disposition (CTD). The study was carried
out with the participation of 358 candidate teachers- 243 female and 115 maleswho study in different programs in the Faculty of Education at Burdur Mehmet
Akif Ersoy University, Turkey. Grasha-Reichmann Learning Style Scales (1974)
and Critical Thinking Disposition Scales by Semerci (2016) were used as data
collecting tools. The obtained data were analyzed using parametric tests t-test,
ANOVA, Pearson correlation, two-way ANOVA, and regression. In all analyses,
p<.05 significance level was identified. It was found that there was a significant
relationship at a moderate level between the LS and the critical thinking tendencies
of the candidate teachers. Depending on the variables such as age, gender, the type
of high school, and departments, a moderate relationship was found between LS
and critical thinking tendencies. While the common impact of age and LS; gender
and LS; the high school type and LS were not significant, the common impact of
department and LS were found to be significant at a moderate level. On the other
hand, when the departments, high school types, and LS are considered together,
it is found that each binary variable can explain approximately 25% of critical
thinking dispositions. In the light shed by these results, it is suggested that the LS
and critical thinking tendencies must be considered together in teaching-learning
processes designed for candidate teachers.
Mustafa Yeler, Gürbüz Ocak. (2021) Investigation of the Relationship between Pre-service Teachers’ Learning Styles and Their Critical Thinking Disposition, Journal of Education and Educational Development, Volume 8, Issue 1.
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