Ceyhun OZAN, Erdoğan KÖSE, Kerim GÜNDOĞDU
The aim of this study is to determine whether pre-school and classroom teacher students' levels of preference for learning approaches and their level of preference differ significantly in terms of department, gender and grade level variables. The research is a study in scanning model. The population of the study consists of 854 students who study at Atatürk University, Kaz?m Karabekir Education Faculty, Preschool Education and Classroom Teaching Programs in the spring semester of the 2011-2012 academic year. The sample of the study, on the other hand, consists of 330 people selected from the universe by simple random sampling method. Learning Approaches and Study Skills Scale was used to collect the data. According to the results of the study, all three learning approaches are preferred above the average of 60 out of one hundred. There is no significant difference between the learning approach preferences of preschool and classroom teacher students. According to the gender variable, there is a significant difference only in the surface learning approach. Male students preferred the surface learning approach significantly more than female students. According to the class level variable, there is a significant difference only in the surface learning approach. Male students preferred the surface learning approach significantly more than female students. According to the class level variable, there is a significant difference only in the surface learning approach. Male students preferred the surface learning approach significantly more than female students. According to the class level variable, there is a significant difference only in the surface learning approach.
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