Izvorni znanstveni članak
https://doi.org/10.15516/cje.v22i2.3359
The Effect of Intellectual Development on Approaches to Learning: A Study of Perry’s Model with Pre-service Teachers in Turkey
Koraj Kasapoglu
orcid.org/0000-0003-2663-2244
; Afyon Kocatepe University
Sažetak
The present research seeks to figure out the influence of intellectual development on learning approaches, after controlling for age. Data were gathered from 322 pre-service primary school teachers using the Turkish versions of the University Students’ Intellectual Development Scale and The Revised Two-Factor Study Process Questionnaire. Quantitative data were analysed via statistical software using descriptive statistics and a one-way multivariate analysis of covariance. The results revealed that pre-service teachers’ learning approaches significantly differ at their levels of intellectual development, after controlling for their age. Pairwise comparisons also revealed relativistic thinkers learned in more depth than the multiplistic ones, holding their age constant. Enabling teacher educators in Turkey to recognize the intellectual development levels of pre-service teachers, these results may also imply several suggestions for healthier communication with pre-service teachers. This study may also help teacher educators in expanding pre-service teachers’ intellectual development levels in order to make them learn in more depth.
Ključne riječi
approaches to learning; intellectual development; pre-service teachers; Perry’s Model; Turkey
Hrčak ID:
240998
URI
Datum izdavanja:
24.6.2020.
Posjeta: 1.055 *