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A weak experimental pre-test/post-test design without a control group was conducted with 59 students over five weeks in two secondary schools. Kolb’s learning styles inventory and a scientific process skills test were administered before and after instruction. Results showed increases in scientific process skills across learning styles, with no overall significant differences, except in classifying, using space/time relations, and hypothesizing skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigation-of-the-effect-of-learning-styles-of-7th-grade-students-on-scientific-process-skills/596344/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigation-of-the-effect-of-learning-styles-of-7th-grade-students-on-scientific-process-skills/596344.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main objective?","Question",{"text":112,"@type":113},"To examine the relationship between students’ learning styles and their scientific process skills in the force and energy unit.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A five-week weak experimental pre-test/post-test design without a control group was used with 59 seventh-grade students from two secondary schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings regarding learning styles and SPS?",{"text":121,"@type":113},"Scientific process skills increased from pre-test to post-test across all learning styles, with no significant overall differences among learning styles; however, significant differences were found for classifying, using space/time relations, and hypothesizing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596344,1792861578,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Investigation of the Effect of Learning Styles of 7th-Grade Students on Scientific Process Skills  \nHakan TÜRKMEN* and Fazilet ZENCİROĞLU **  \nAbstract  \nThe aim of the study is to examine the relationship between the learning styles of classroom students in the force and energy unit and their scientific process skills. In the study, pre-test and post-test weak experimental design without a control group was used. The research was carried out in 2 different secondary schools in the central district of a metropolitan province. In the study, a total of 59 seventh-grade students were studied. The study lasted 5 weeks. The lessons were planned taking into account the scientific process skill steps. In the study, Kolb’s learning styles inventory and scientific process skills test were applied as pre-test and post-test. Arithmetic averages, standard deviations, and percentages were calculated for the analysis of the data, and unrelated t-tests and dependent-tests were performed to determine whether there was a significant difference between the pre-test and post-test results of the learning styles. Analysis of Variance analysis was performed to determine whether there was a difference in the scientific process skills of the learning styles. The obtained data have been analyzed with SPSS 22 packet program. As a result of the research, when the pre-test and post-test results of the students were compared, it was observed that there was an increase in scientific process skills in all learning styles. When the pre-test and post-test averages were examined, the students with the highest average assimilation learning style were the students with the least dissociation. When the pre-test and post-test results of the Scientific Process Skills within the groups were compared, no significant difference was found in the learning styles that separate and absorb, while a significant difference was found in the learning styles that place and change. It was observed that the students had different learning styles, but there was no significant difference in terms of scientific process skills. However, a significant difference was found in classifying, using space/time relations, and hypothesizing scientific process skills.  \nKeywords: Scientific process skills, science course, learning style  \n*Department of Mathematics and Science Education, Faculty of Education, Ege University, [Email: hakan.turkmen@ege.edu.tr](Email: hakan.turkmen@ege.edu.tr)  \n** Institute of Educational Sciences, EGE University, Email: [zenciroglufazilet@gmail.com](zenciroglufazilet@gmail.com)  \nIntroduction  \nToday, it is important to raise individuals who can keep up with scientific and technological developments. It is necessary to educate future generations as individuals who can not only learn information but also produce and use it. The prepared training programs are structured and constantly updated according to the needs of people, the development and change of technology, today's conditions, and changes in the international scene. The aim of science education in 21st-century education programs is to raise individuals who closely follow these developments in the world, research, question, know the ways to access information and understand that they can solve these problems with this information (Başar, 2021) . Individuals raised in this feature understand the events and produce solutions to the local or global problems encountered. It is more important for students to learn the processes of obtaining and applying knowledge rather than memorizing scientific knowledge (concepts, formulas, laws, theories) in science courses, in which they should learn to use Scientific Process Skills (SPSs). Using SPSs effectively for the individual is one of the most important gains. Tan & Temiz (2003) define SPSs as the thinking skills that scientists use to structure information, solve problems, and present results, while Vitti & Torres (2006) say that SPSs occur spontaneously in our m","cbCaigVD8cCDpM8h","https://ap.wps.com/l/cbCaigVD8cCDpM8h","pdf",481154,"English","# Abstract\n# Introduction\n## Scientific Process Skills (SPS) and Classification\n## Learning Styles and Research Context","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To examine the relationship between students’ learning styles and their scientific process skills in the force and energy unit.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A five-week weak experimental pre-test/post-test design without a control group was used with 59 seventh-grade students from two secondary schools.\"},{\"question\":\"What were the key findings regarding learning styles and SPS?\",\"answer\":\"Scientific process skills increased from pre-test to post-test across all learning styles, with no significant overall differences among learning styles; however, significant differences were found for classifying, using space/time relations, and hypothesizing.\"}]","Investigation of the Effect of Learning Styles of 7th-Grade Students on Scientific Process Skills | PDF",1792082901]