Publication: Üniversite Öğrencilerinin Öğrenme Stilleri ile Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi
Abstract
Bu araştırma, Marmara Üniversitesi Atatürk Eğitim Fakültesi öğrencilerinin öğrenme stilleri ile problem çözme becerileri arasındaki ilişkiyi incelemek amacıyla gerçekleştirilmiştir. Çalışma, Marmara Üniversitesi Atatürk Eğitim Fakültesinde öğrenime devam eden 79’u kız ve 251’i erkek olmak üzere toplam 330 öğrenci üzerinde yapılmıştır. Birinci veri toplama aracı olarak Kolb tarafından geliştirilmiş, Aşkar ve Akkoyunlu tarafından Türkçeye çevrilerek güvenirlik çalışması yapılmış ve uygulanmış dörder seçenekli 12 maddeden oluşan ÖSE-Öğrenme Stilleri Envanteri kullanılmıştır . İkinci veri toplama aracı olarak Heppner ve Peterson tarafından geliştirilen ve Taylan tarafından standardize edilen PSI (Problem Çözme Envanteri) kullanılmıştır . Araştırma sonucunda elde edilen bulgulara göre, öğrencilerin öğrenme stilleri mezun oldukları alan ve ÖSS giriş puan türüne göre farklılaşmaktadır. Fen bilimleri ve Türkçe-matematik alanlarından mezun olan öğrenciler daha çok ayrışyıran öğrenme stilini benimserken sosyal bilimler alanından mezun olan öğrenciler çoğunlukla yerleştiren öğrenme stilini benimsemektedir. Üniversiteye yetenek sınavı ya da ÖSS-Sözel veya ÖSS-Yabancı Dil puan türü ile giren öğrenciler yerleştiren, ÖSS-Sayısal puan türü ile giren öğrenciler ise daha çok ayrıştıran öğrenme stilini tercih etmektedirler. Öğrencilerin öğrenme stilleri ile problem çözme becerileri arasında anlamlı bir ilişkinin olmadığı ancak öğrencilerin problem çözme becerileri ile yansıtıcı gözlem öğrenme biçimi arasında pozitif, soyut kavramsallaştırma öğrenme biçimi arasında ise negatif ilişki olduğu saptanmıştır.
The aim of the study was to assess the relationship between learning styles and problem solving skills of students of Atatürk Faculty of Education. This research was conducted on 330 senior students during the semesters of 2002-2003 academic year. To collect the data, the Learning Style Inventory (LSI; Kolb, 1984) and the Problem Solving Inventory (PSI; Heppner & Peterson, 1978) were used. The findings indicate that learning styles differed with respect to the students’ subject matters in high school and the types of university entrance exam scores. Students who graduated from the programs of Science and Turkish-Mathematics were assimilated converging learning style more than students who graduated from social sciences programs. Students who graduated from the programs of social sciences were assimilated accommodating learning styles more than the students of the other programs. Students who entered to universities based on their ability examination, social science, or foreign language scores preferred accommodating style; students who entered to university based on science scores preferred converging learning style. It was found that there was no relationship between students’ learning style types and their problem-solving skills. On the other hand, it was found that problem-solving skills had a positive relationship with reflective-observation learning style and a negative relationship with abstract conceptualization learning style.
The aim of the study was to assess the relationship between learning styles and problem solving skills of students of Atatürk Faculty of Education. This research was conducted on 330 senior students during the semesters of 2002-2003 academic year. To collect the data, the Learning Style Inventory (LSI; Kolb, 1984) and the Problem Solving Inventory (PSI; Heppner & Peterson, 1978) were used. The findings indicate that learning styles differed with respect to the students’ subject matters in high school and the types of university entrance exam scores. Students who graduated from the programs of Science and Turkish-Mathematics were assimilated converging learning style more than students who graduated from social sciences programs. Students who graduated from the programs of social sciences were assimilated accommodating learning styles more than the students of the other programs. Students who entered to universities based on their ability examination, social science, or foreign language scores preferred accommodating style; students who entered to university based on science scores preferred converging learning style. It was found that there was no relationship between students’ learning style types and their problem-solving skills. On the other hand, it was found that problem-solving skills had a positive relationship with reflective-observation learning style and a negative relationship with abstract conceptualization learning style.