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Unit on Students’Attitudes Toward Learning  \nAhmet Kara  \nAdiyaman University  \nRecommended Citation  \nKara, Ahmet (2010) \"The Effect of a ‘Learning Theories’ Unit on Students’Attitudes Toward Learning,\"Australian Journal of Teacher Education: Vol. 34: Iss. 3, Article 5.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol34/iss3/5](http://ro.ecu.edu.au/ajte/vol34/iss3/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol34/iss3/5](http://ro.ecu.edu.au/ajte/vol34/iss3/5)  \nAustralian Journal of Teacher Education  \nThe Effect of a‘Learning Theories’Unit on Students’Attitudes  \nToward Learning  \nAhmet Kara  \nAdıyaman University  \nTurkey  \n[akara44@gmail.com](akara44@gmail.com)  \nAbstract: People can improve themselves cognitively, professionally,  \nacademically, and in terms of their quality of life by continuous  \nlearning. Teachers, who are charged with bringing up new members of society, have to be aware of the importance of developing the ability to  \nlearn. This study examined how their knowledge of learning theories  \naffected the attitudes of teacher candidates toward learning. For this  \npurpose, students were given a scale of attitudes toward learning, as a  \npre-test and a post-test after introduction to the subject of learning  \ntheories. Data obtained from 150 participants were processed in SPSS  \n15.0; paired samples t-tests, independents samples t-tests and  \ncorrelation tests were conducted. The results suggested that  \nindividuals with better understandings of the learning process are  \nbetter at perceiving the nature of learning, more open to learning,  \nhave higher expectations about what they will get from learning and  \nexhibit less anxiety in relation to learning.  \nKeywords: Attitudes towards learning, Learning theories, Faculty of  \neducation, Anxiety about learning, Educational Psychology Course  \nIntroduction  \nIn his serial novel White Fang (1906), Jack London depicts a wolf cub, with the newlyacquired ability to see, discovering the light gleaming at the entrance to the cave in which it lives. The author claims that the instinctive behaviour of the cub is really curiosity and a desire to learn, an instinct that one finds in all animals.  \nMost human behaviours, such as walking, speaking, reading, writing, dressing and playing, are at least in part products of learning (Ulusoy, 2007) . In this process, which starts from birth and ends in death, humans learn something new each day. From this point of view, teaching is one of the essential professions for survival of society. While teachers help provisional society members to acquire the knowledge, skills and values of society, the attitudes of those individuals toward learning these things constitute one of the most important subject among the knowledge and skills acquired in a faculty of education. In preparing to practise their vocation, teacher candidates have to know theoretical basis of‘learning’ and one of the main aims ofthe present research was to investigate their attitudes toward learning. Positive attitudes will ensure that they acquire lifelong learning skills. And an individual with positive attitudes toward any subject concentrates on it, is interested in it and takes all the actions necessary to succeed in learning about it (Başaran, 1974; Kılıççı, 1992) . Thus, a favourable achievement in learning is to be expected (Kara, 2003) . Learning can be defined as acquiring an ability to do an act or to take part in an event, which previously could not be done, at the end of a certain activity. Öncül (2000) considers learning  \nVol 34, 1, June 2009 100  \nAustralian Journal of Teacher Education  \nas an event firstly, and defines it as a ‘process or reaction as change in behaviour partly or totally as a result of experience’.  \nHe also considers learning as an outcome, and explains it as a newly-acquired ","cbCailS81zJNr2bw","https://ap.wps.com/l/cbCailS81zJNr2bw","pdf",611888,15,"English","# Introduction\n## Learning theories and the attitude of teacher candidates\n## Definitions and perspectives on learning\n# Method\n## Participants and procedure\n## Measurement and statistical analysis\n# Results\n## Relationships between understanding and attitudes\n# Discussion","[{\"question\":\"What was the study’s main objective?\",\"answer\":\"To examine how teacher candidates’ knowledge of learning theories affected their attitudes toward learning.\"},{\"question\":\"How were students’ attitudes toward learning measured?\",\"answer\":\"Using an attitudes-to-learning scale as a pre-test and a post-test after introducing the subject of learning theories.\"},{\"question\":\"What statistical methods were used to analyze the data?\",\"answer\":\"SPSS 15.0 was used with paired-samples t-tests, independent-samples t-tests, and correlation tests.\"},{\"question\":\"What did the results suggest about students with better understanding?\",\"answer\":\"Individuals who better understood the learning process perceived learning more accurately, were more open to learning, had higher expectations, and showed less anxiety related to learning.\"}]","Australian Journal of Teacher Education - Vol. 34 - Article 5 - The Effect of a ‘Learning Theories’ Unit on Students’ Attitudes Toward Learning | PDF",1792079129,38]