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ERIC Number: ED503887
Record Type: Non-Journal
Publication Date: 2008-Dec
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1548-6613
Examining Learning Approaches of Science Student Teachers According to the Class Level and Gender
Tural Dincer, Guner; Akdeniz, Ali Riza
Online Submission, US-China Education Review v5 n12 p54-59 Dec 2008
There are many factors influence the level of students' achievement in education. Studies show that one of these factors is "learning approach of a student". Research findings generally have identified two approaches of learning: deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is interested in ideas and conclusions to understand the subject matter. When a student employs the surface approach, he/she merely memorizes knowledge to pass any exam in school. The aim of this study is to determine learning approaches of science student teachers and to examine the relationships among the variables, such as level of students' class and gender. The sample of this study consists of 108 student teachers from the Science Education Program at Department of Primary Science Education in Karadeniz Technical University. Approaches to learning of science student teachers are assessed using the Revised Two-factor Study Process Questionnaire (R-SPQ-2F), a scale developed by Biggs, et al (2001) consisting of 20 items on a 5 point Likert Scale. According to findings, science student teachers generally have deep learning approaches. Moreover, learning approaches of science student teachers have not changed related to gender. (Contains 4 tables.)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A