Abstract

The aim of the study is to examine the learning approaches of prospective science teachers in terms of different variables. Survey method was used in the study. The study group consists of a total of 274 prospective teachers from the department of science education of a university in the Western Black Sea region during the fall semester of 2015-2016. Learning Approach Scale have been used for data collection. The scale consists of two subscales: Meaningful Learning Approach Scale and Rote Learning Approach Scale. SPSS 22 program was used to analyze the data and statistics of variables were performed. It has been concluded that the scores of prospective science teachers on rote and meaningful learning approach subscale did not change significantly according to (1) gender, (2) class level; (3) the rote learning approach subscale showed a significant difference according to the liking of the program, it was determined that the meaningful learning approach subscale did not show a significant difference according to the liking of the program and (4) there is no relation between rote learning approach subscale and meaningful learning approach subscale. Suggestions have been developed according to the results of the research.

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