Survey of pre-service primary school teachers in terms of various variables

The aim of this study is to examine the learning styles of pre-service Primary School teachers in terms of various variables. The study was made in the spring term of 2008-2009 academic year with 2136 pre-service teachers from 1st and 4th grade students from Education Faculties of Gazi University, Kırıkkale University, Ahi Evran University, Zonguldak Karaelmas University and Kafkas University. The sample of the study consists of 1124 pre-service Primary teachers.During the study, scale of attitude toward science education, scale of science process skills, Kolb Learning Style Scale and Torrance Scale for Creative thinking were used as data collection tools. The data set was created by inputting the data acquired after the application of measuring tools into SPSS 15 statistics program. During the analysis of the data, AMOS 7.0 statistics program was used.According to the data acquired,1.The dominant learning style of pre-service primary school teachers is converging whereas the accomodating learning style is the least one they have,2.Significant statistical differences were found on behalf of 4th grades according to their attitudes, science process as for the state of education in 1st and 4th grades whereas no significant differences were found according to grade level in terms of creative thinking.3.According to gender, creative thinking and science process skills, Statistical meaningful differences were found in favor of female pre-service teachers whereas significant differences were found in favor of male pre-service teachers in the attitude toward science education.4.According to the dominant learning styles, significant differences were found in favor of converging learning style in the scores of attitude toward science education, creative thinking and science process skills.5.While the female pre-service teachers? science process skills scores as 0,08, attitude scores toward science education as 0,11, and comprehension scores as 0,15 obtained through gender effected their transformation and comprehension scores leading to determination of the learning styles of the pre-service teachers, the male pre-service teachers? attitudes scores toward science education as 0,12 and creative thinking scores as 0,18 effected this process.6.According to the results obtained through the pre-service teachers? dominant learning styles, the pre-service teachers? science process skills scores, having converging learning style, as 0,08, attitudes scores toward science education as 0,06, and creative thinking skills as 0,07 effected their transformation and comprehension scores leading to determination of the learning styles of the pre-service teachers, in contrast to this, comprehension scores effected transformation scores as -0,14. While the pre-service teachers? attitudes scores toward science education, having divergent learning style, as 0,10 effected their transformation and comprehension scores leading to determination of the learning styles of the pre-service teachers, the pre-service teachers? creative thinking scores, having assimilating learning style, as 0,11 effected their transformation and comprehension scores leading to determination of the learning styles of the pre-service teachers. Also, the pre-service teachers? attitudes scores toward science education, having accommodating learning style, as 0,11 and science process skills scores as 0,10 effected their transformation and comprehension scores leading to determination of the learning styles of the pre-service teachers.