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The purpose of this study is to determine the preferred dominant the secondary school students’ learning styles from Kolb Learning Styles and investigate the relation between learning styles and learning forms in terms of gender, class level and grade science lesson. The study was done with 534 students from 6, 7 and 8 grade students of the four secondary school which were chosen by sample from Çifteler, Eskişehir. Scanning model has been used in the study. Kolb Learning Style Inventory (LSI) which was translated into Turkish by Aşkar and Akkoyunlu (1993) was used as a data collecting mean. There are four expressions in each 12 items in this inventory. These four expressions are related to learning form. Data were analyzed by using frequency, percentage value, arithmetic mean, standard deviation, t-test and ANOVA analyze techniques. According to the data obtained; it was found that secondary school students’ have mostly “Assimilating” learning style and they have less “Converging” learning style. Secondary school students’ learning styles varies according to the type of class and success level. Learning forms and components did display difference according to gender, class and success level. Also, when the distribution of students’ learning style to gender were examined, it has been seen that girls and boys have most “Assimilating” and “Diverging” learning style and the least Converging and Accommodating learning style. Significant difference has not occur in RO (Reflective Observation) and AC (Abstract Conceptualiziation) in terms of score means by gender, but significant difference has been found in CE (Concrete Experience) and AE (Active Experimentation). Students’ learning forms and components have been determined according to class grade, it has been found that learning forms and components differ according to class grade (p |
