Abstract

Knowing an individual’s learning style is considered important because it can help educators to prepare and develop learning environments in which the individual can enhance his/her learning. In this study, Biology, Physics, Chemistry and Primary science student teachers’ learning styles were investigated. The participants were 387 student teachers in a teacher education course during the 2009/2010 academic year at Dicle University in Turkey. The questionnaire developed by Honey and Mumford (1992) was used as the data collection instrument. The data was analysed through SPSS 15.0 version by using t- test, correlations and ANOVA. The analysis of the data revealed that the majority of the participant student teachers strongly preferred learning styles described in the reflector, theorist and pragmatist sub-dimensions. The study found statistically significant differences among subject groups (Biology, Physics, Chemistry and Primary science) only in the pragmatist sub-dimension. Gender differences were found in the reflector and theorist sub- dimensions. Learning styles should be included in teacher education programmes in order to help student teachers to gain a better understanding of different learning preferences displayed by pupils.

Key words: Learning styles, science teacher education, student teachers, teaching and learning activities, attitudes.