Middle school students' spatial reasoning skills for science in the context of learning styles

In this study, it was aimed to examine secondary school students' spatial reasoning skills for science in the context of their learning styles and to evaluate them in terms of gender, grade level, and learning styles perception variables. The study was conducted using survey and causal-comparative research techniques, which are quantitative research methods. The sample of the study consists of 704 6th, 7th and 8th grade students studying in the Central district of Adıyaman province in the 2020-2021 academic year. Personal Information Form, Science-Specific Spatial Reasoning Skill Test and Kolb Learning Styles Inventory (KÖSE-III) were used as a data collection tool in the research. Results from the research indicated that secondary school students predominantly exhibited a switching learning style. Consistent with these findings, students with a diverging learning style were found to achieve the highest scores on the spatial reasoning skill test. Moreover, it was observed that the majority of students had a preference for auditory learning, and those with a perception of an auditory learning style demonstrated the highest spatial reasoning skills. The study concluded that the spatial reasoning skills of secondary school students increased with higher grade levels and were higher among female students. Recommendations were proposed in line with the research findings.