A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

Dilek Çelikler

African Educational Research Journal
Published: November 10 2020
Volume 8, Issue 4
Pages 841-848
DOI: https://doi.org/10.30918/AERJ.84.20.186

Abstract

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

Keywords: Turkey, chemistry students, chemistry education students, Kolb’s learning styles.

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