Abstract
Purpose of this study is to determine preference levels of approaches to learning and whether there is a significant difference as regards department, gender and class rank of preference levels of students in faculty of education. The research is a survey model. Universe of this research is comprised of students studying in Kazım Karabekir Education Faculty of Atatürk University in fall term 2011-2012 education year. Sample of the research is comprised of 393 candidate teachers that were selected randomly. Approaches and Study Skills Inventory for Students ' ASSIT has been employed to obtain research data. According to research results each of three approaches to learning is preferred with a percentage of over fifty nine out of a hundred. No significant difference was found between approach to learning preferences of candidate teachers in faculty of education according to field of the study, gender and class rank variables. Students stated to the term "learning" as to " Being able to use the information you've acquired".
Highlights
Purpose of this study is to determine preference levels of approaches to learning and whether there is a significant difference as regards department, gender and class rank of preference levels of students in faculty of education
Alanlar temel alınarak incelendiğinde ise hem fen alanlarında öğrenim gören öğrencilerin ( =58.95) hem de sosyal alanlarda öğrenim gören öğrencilerin ( =59.60) en az tercih ettikleri öğrenme yaklaşımı yüzeysel yaklaşım iken en çok tercih edilen yaklaşım, fen alanlarında derinlemesine ( =74.02), sosyal alanlarda ise stratejik yaklaşımdır ( =74.94)
Araştırma sonuçlarına göre eğitim fakültesi öğrencileri, birbirine çok yakın düzeyde olmakla birlikte en çok stratejik ve derinlemesine öğrenme yaklaşımlarını tercih ettikleri, yüzeysel öğrenme yaklaşımını ise nispeten daha az tercih ettikleri belirlenmiştir
Summary
Çok sayıda elemandan oluşan bir evrende, evren hakkında genel bir yargıya varmak amacı ile evrenin tümü ya da ondan alınacak bir grup üzerinde yapılan düzenlemelerdir (Karasar, 2009, s.79)
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