Preservice teachers' reflective thinking tendencies differ statistically by learning style in all seven dimensions¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? ANOVA on 410 preservice teachers showed reflective thinking levels differ statistically in terms of learning styles in all dimensions of the Reflective Thinking Tendency Scale. → Balta 2018

Evidence¶

Balta 2018¶

Balta, E. E. (2018). Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles. International Journal of Higher Education, 7(6). https://doi.org/10.5430/ijhe.v7n6p106

q3 · i? · associational · r2

ANOVA comparing six Grasha-Riechmann learning style groups (n=410) on the seven-dimension Reflective Thinking Tendency Scale; all dimensions showed significant differences, with F values from 5.000 to 6.331 and p = 0.000 as printed in Table 4. The article reports "reflective thinking levels of preservice teachers differ statistically in terms of learning styles in all dimensions."

"When ANOV A results in Table 4 are examined, it is seen that reflective thinking levels of preservice teachers differ statistically in terms of learning styles in all dimensions."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles — a narrower finding that bears on this claim
• Preservice teachers' epistemological beliefs differ significantly by learning style in all four dimensions — related
• Independent-style preservice teachers score higher on open-mindedness than avoidant, collaborative, and competitive styles — a narrower finding that bears on this claim
• Reflective thinking dimensions correlate positively with learning process/expert knowledge, and most correlate positively with learning effort and negatively with innate/fixed ability and certainty of knowledge — related
• Reflective coaching and technical coaching rest on different relationships, goals and epistemologies of practice despite sharing the coaching label — related