Abstract
iIn this study, science student teachers’ approaches to studying was investigated. This is important because as knowing an individual’s preferred way for studying can potentially help teachers to design learning environments that is likely to better foster the individual’s learning needs. The participants were 381 student teachers on teacher education course during 2016/17 academic year. The Approaches and Study Skills Inventory for Students (ASSIST) was used to collect the data. The analysis of the data revealed that science student teachers’ approaches to studies showed statistically significant differences based on their gender, subjects and study years. The findings have important implications for teacher education courses.
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