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A quasi-experimental design was used, with prospective teachers receiving ten weeks of learning-strategy instruction. Effectiveness was assessed via interview forms, a Learning Strategies Training Assessment Questionnaire developed by the researchers, and the Motivated Strategies for Learning Questionnaire. 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Quasiexperimental design was used in the study. Within the scope of the research, prospective teachers were taught learning strategies lasting for ten weeks. The effectiveness of the training was determined through interview forms, Learning Strategies Training Assessment Questionnaire prepared by the researchers, and also by Motivated Strategies for Learning Questionnaire (Büyüköztürk, Akgün, Demirel and Özkahveci, 2004) . As a result of the research, a significant increase is observed in the level of use of rehearsal, metacognitive, elaboration, regulation, peer learning strategies of teacher candidates. There have been seen no differences in the dimensions of time management, critical thinking, help seeking as well as effort management.  \nKeywords: Learning strategies, Memory, Permanent learning, Motivation, Awareness.  \ni Gizem Engin, after completing her undergraduate and graduate education at Ege University, received her doctorate degree from Çanakkale Onsekiz Mart University. She is currently working at Faculty of Education in Ege University.  \nii Ahmet Dikbayir, completed his undergraduate education at Cumhuriyet University. He has been studying doctorate at Ege University since 2011. He is currently working at Faculty of Education in Ege University.  \nCorrespondence: [ahmet.dikbayir@gmail.com](ahmet.dikbayir@gmail.com)  \nii Salih Zeki Genç, has studied on various areas such as curriculum and instruction, philosophy of education, teacher training. He is currently working at Faculty of Education in Canakkale Onsekiz Mart University.  \nIntroduction  \nThe behaviorist approach, having been dominant in the world of education for so long, explained learning by exterior condition levels and through focusing on stimulant-reaction relation, reward, punishment and reinforcer (Senemoğlu, 2011; Hergenhahn and Olson, 2005) . The uniqueness of learning for every individual has come into focus following the change in the paradigm. This uniqueness takes its source from the cognitive diagrams, ways used in learning and the level of awareness during the process formed as a consequence of the lives of learners (Senemoğlu, 2011; Açıkgöz,2002) .  \nThe issues of what the individuals think about how they learn and try to improve it by realizing their ways of learning is a subject which has always been important until today and the significance of it still keeps and even raising its value. According to Weinstein and Mayer (1983:3), even though we know the necessity that students should acquire how to learn, it is interesting that we are not challenged to teach them how to learn. We think that the skills of students for problem-solving should be improved; yet we rarely teach them how to do that. We ask students to remember what we tell them, yet we do not conduct any study on memory techniques. It is high time that educators bridged this gap. We need teaching programs that enable us to implement and teach students how to learn, solve problems and remember what we teach them. All of these thoughts are still preserving its actuality and prominence.  \nIn the literature, many studies have been carried out regarding the learning strategies defined as behaviors and thoughts (Weinstein and Mayer, 1983) enabling the process to be more effective as individuals select, code, store and edit the information that is taught (Olaussen & Braten, 1999; Ray, Garavalia, & Murdock, 2003; Fortney, Johnson, & Long, 2001, 2001; Akyol, Sungur and Tekkaya, 2010; Roebers, Krebs, and Roderer, 2014) . Yet, it is seen that the learning strategies have been cl","cbCaibXaHVcYoOQ0","https://ap.wps.com/l/cbCaibXaHVcYoOQ0","pdf",182665,"English","# Abstract\n## Introduction\n## Literature Review\n## Learning Strategy Classifications","[{\"question\":\"How many teacher candidates participated in the study, and when was it conducted?\",\"answer\":\"The study involved 41 teacher candidates and was carried out during the fall semester of the 2015–2016 academic year at Ege University.\"},{\"question\":\"What learning strategies training did the prospective teachers receive?\",\"answer\":\"Prospective teachers were taught learning strategies over a ten-week period as part of the research intervention.\"},{\"question\":\"Which outcomes improved significantly after the training?\",\"answer\":\"A significant increase was observed in the use of rehearsal, metacognitive, elaboration, regulation, and peer learning strategies by teacher candidates.\"}]","Effectiveness of Learning Strategies Taught To Teacher Candidates - Research Abstract | PDF",1792094878,48]