| Abstrakt: |
The aim of the study is to examine the relationship between the learning styles of classroom students in the force and energy unit and their scientific process skills. In the study, pre-test and post-test weak experimental design without a control group was used. The research was carried out in 2 different secondary schools in the central district of a metropolitan province. In the study, a total of 59 seventh-grade students were studied. The study lasted 5 weeks. The lessons were planned taking into account the scientific process skill steps. In the study, Kolb's learning styles inventory and scientific process skills test were applied as pre-test and post-test. Arithmetic averages, standard deviations, and percentages were calculated for the analysis of the data, and unrelated t-tests and dependent-tests were performed to determine whether there was a significant difference between the pre-test and post-test results of the learning styles. Analysis of Variance analysis was performed to determine whether there was a difference in the scientific process skills of the learning styles. The obtained data have been analyzed with SPSS 22 packet program. As a result of the research, when the pre-test and post-test results of the students were compared, it was observed that there was an increase in scientific process skills in all learning styles. When the pretest and post-test averages were examined, the students with the highest average assimilation learning style were the students with the least dissociation. When the pre-test and post-test results of the Scientific Process Skills within the groups were compared, no significant difference was found in the learning styles that separate and absorb, while a significant difference was found in the learning styles that place and change. It was observed that the students had different learning styles, but there was no significant difference in terms of scientific process skills. However, a significant difference was found in classifying, using space/time relations, and hypothesizing scientific process skills. [ABSTRACT FROM AUTHOR] |
