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The Learning Styles Inventory-3 was administered at the start of the semester, while pre-service teachers completed the Constructivist Teaching Evaluation Form after microteaching. Bivariate correlation and ANOVA assessed the learning style–teaching links.",{"@graph":69,"@context":114},[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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preservice-teachers-constructivist-teaching-scores-based-on-their-learning-styles/593581/",{"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/preservice-teachers-constructivist-teaching-scores-based-on-their-learning-styles/593581.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What relationships did the results show between learning styles and teaching evaluations?","Question",{"text":112,"@type":113},"Teaching evaluation scores were positively correlated with active experimentation and negatively correlated with reflective observation, and ANOVA showed accommodating students scored higher than diverging and assimilating students.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},593581,1792116449,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 12 | Article 5 |\n| --- | --- |\n\n2014  \nPreservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles  \nZeynel Kablan  \nKocaeli University, [zeynelkablan@gmail.com](zeynelkablan@gmail.com)  \nSibel Kaya  \n[sibelkaya@gmail.com](sibelkaya@gmail.com)  \nRecommended Citation  \nKablan, Z., & Kaya, S. (2014). Preservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles. Australian Journal of Teacher Education, 39 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss12/5](http://ro.ecu.edu.au/ajte/vol39/iss12/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss12/5](http://ro.ecu.edu.au/ajte/vol39/iss12/5)  \nAustralian Journal of Teacher Education  \nPre-Service Teachers’ Constructivist Teaching Scores Based on Their Learning Styles  \nZeynel Kablan  \nSibel Kaya  \nKocaeli University  \nTurkey  \nAbstract:This study examined the relationship between pre-service  \nteachers’ constructivist teaching and their learning styles based on Kolb’s  \nExperiential Learning Theory. The Learning Styles Inventory-3 was  \nadministered at the beginning of the semester to determine preferred  \nlearning style. The Constructivist Teaching Evaluation Form was filled out  \nby pre-service teachers following the microteaching session. Bivariate  \ncorrelation and ANOVA anayses were conducted to evaluate the learning  \nstyle-teaching relationship. Results showed that students’ teaching  \nevaluation scores were positively correlated with their active  \nexperimentation (AE) and negatively correlated with their reflective  \nobservation (RO) scores. ANOVA results showed that accommodating  \nstudents had significantly higher self-evaluation scores than diverging and  \nassimilating students. Moreover, converging students rated themselves  \nhigher than diverging students on constructivist teaching. These results  \nimply that pre-service teachers who prefer constructivist learning  \nstrategies deliver better constructivist lessons based on their self reports. Key words: Learning styles, constructivist teaching, microteaching, pre-service teachers.  \nIntroduction  \nRecent education reform requires teachers to depart from the traditional practice of knowledge transmission to constructivist teaching where students are encouraged to construct knowledge through inquiry (Beck, Czerniak & Lumpe, 2000; Levitt, 2002) . Constructivist classrooms allow students to actively participate in the learning activities to construct their knowledge thus, keep them engaged during a longer period of time (Schraw & Lehman, 2001; Schraw, Flowerday & Lehman, 2001) . Since knowledge construction requires connection with prior knowledge, constructivist teaching draws on students’ prior knowledge and experiences (Driscoll, 2005). Rich and authentic contexts need to be provided for students for them to link school learning with the world outside school (Jonassen, 1999) . A teacher’s main role in constructivist classrooms is to help students create meaning through active and relevant experiences. In constructivist classrooms students are encouraged to share their ideas unlike traditional classrooms where instruction is mainly based on textbook (Brooks & Brooks, 1999) . In general terms, constructivism helps students to discover knowledge through active  \nVol 39, 12, December 2014 66  \nAustralian Journal of Teacher Education  \nparticipation (Brooks & Brooks, 1999; Schraw & Lehman, 2001; Schraw et al., 2001), peer interaction (Jonassen, 1999), engaging material (Jonassen, 1999), triggering prior knowledge (Driscoll, 2005) and high-level questioning (Erdogan & Campbell, 2008; Graesser & Person, 1994) . Teacher education programs should include frequent opportunities of constructivist teaching experiences for pre-service teachers in order for them to gain content and pedagogical skills (Haney & McArthur, 2002) .  \nDespite the reform efforts that advocate st","cbCaikryJIl8QwbF","https://ap.wps.com/l/cbCaikryJIl8QwbF","pdf",134771,13,"English","# Abstract\n# Introduction","[{\"question\":\"What relationships did the results show between learning styles and teaching evaluations?\",\"answer\":\"Teaching evaluation scores were positively correlated with active experimentation and negatively correlated with reflective observation, and ANOVA showed accommodating students scored higher than diverging and assimilating students.\"}]","Preservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles | PDF",1792077517,33]