Abstract:

Abstract This study aimed to develop a scale to determine preservice teachers’ deep (meaningful) learning. The sample consisted of 175 students from the faculty of education of Mus Alparslan University. Twenty-five participants were guidance and psychological counseling students (14.3%). Seventeen participants were preschool teaching students (9.7%). Thirty-seven participants were classroom teaching students (21.1%). Twenty-eight participants were Turkish teaching students (16%). Thirty-three participants were math teaching students (18.9%). Thirty-five participants were social studies students (20%). Validity and reliability analyses were performed. The explanatory factor analysis revealed a nine-item single-factor structure that explained 54% of the total variance. The Deep (Meaningful) Learning Perception Scale had a Cronbach’s alpha of 0.89. The results show that the instrument is a valid and reliable scale for determining preservice teachers’ deep (meaningful) learning

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