The Effect of Learning Styles of Preservice Chemistry Teachers on Their Perceptions of Problem Solving Skills and Problem Solving Achievements

AbstractThis study aims to determine learning styles of preservice chemistry teachers and to examine the effect of different learning styles on their perceptions of problem solving skills and problem solving achievements. The preservice chemistry teachers of Hacettepe University Faculty of Education, Department of Chemistry Education participated in the study. The preservice chemistry teachers were applied The Kolb Learning Style Inventory which was developed by Kolb (1985) to determine their learning styles. The Problem Solving Inventory which was developed by Heppner and Petersen (1982) was applied to determine preservice chemistry teachers’ perceptions of problem solving skills and The Chemical Calculations Achievement Test was applied to determine their problem solving achievements. Obtained data analyzed by using SPSS and obtained results were discussed