Investigation of the relationship between learning styles, scientific process skills, and attitudes toward learning science of prospective science teachers

The aim of this study is to determine the relationship between the learning styles, scientific process skills, and attitudes toward science learning of pre-service science teachers. The study employed a survey model, one of the quantitative research methods. The sample of the study consists of a total of 89 students enrolled in the 1st, 2nd, 3rd, and 4th grades of the Science Teaching Department at the Faculty of Education, Amasya University. To determine students' learning styles, scientific process skills, and attitudes toward science learning, the Grasha-Riechmann Learning Styles Scale, the Scientific Process Skills Test, and the Science Learning Attitude Scale were applied. The Grasha-Riechmann Learning Styles Scale was developed by Anthony F. Grasha and Sheryl Wetter Riechmann, the Scientific Process Skills Test by Karslı and Ayas (2013), and the Science Learning Attitude Scale by Adams et al. (2006). The data obtained from the scales and tests were analyzed using one-way variance analysis (ANOVA) and Pearson correlation analysis. The analysis results indicated that while there was no significant difference between students' learning styles and attitudes toward science learning based on grade level, there was a significant difference in their scientific process skills. The correlation analysis results showed no significant relationship between students' learning styles and scientific process skills or between their attitudes toward science learning and scientific process skills. The findings suggest that the Science Teaching program provides similar instructional methods and learning environments at each grade level, which results in students' learning styles and attitudes toward science learning remaining relatively stable. However, the significant difference in scientific process skills across grade levels indicates that these skills develop depending on students' opportunities for experience and application. The correlation analysis results also indicate that learning styles and attitudes toward science learning do not have a direct impact on the development of scientific process skills. It is suggested that in the education process of pre-service science teachers, learning styles and attitudes toward science learning should be taken into consideration, and various strategies should be implemented to enhance scientific process skills. In this context, reviewing and enriching educational programs will contribute to the better preparation of future teachers.