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Düşünme stilleri öğrenmeye etki eden unsurlardan biri olarak kabul edilmektedir. Buradan hareketle mesleki müzik eğitimi alan üniversite öğrencilerinin düşünme stillerinin belirlenmesi ve bu stillerle çeşitli demografik değişkenler arasındaki ilişkinin incelenmesi amacıyla yapılan bu çalışma Atatürk Üniversitesi Güzel Sanatlar Fakültesi’nde lisans düzeyinde mesleki müzik eğitimi almakta olan 94 öğrenci ile yürütülmüştür. Araştırmanın verileri Sternberg ve Wagner (1991) tarafından geliştirilen ve Fer (2005) tarafından Türkçe’ye çevrilerek geçerliği ve güvenirliği yapılmış olan “Düşünme Stilleri Envanteri”nin yanında araştırmacı tarafından geliştirilen kişisel bilgi formu kullanılarak elde edilmiştir. Düşünme stilleri envanteri ve kişisel bilgi formu ile elde edilen veriler tek yönlü varyans analizi (ANOVA), Tukey HSD testi ve betimleyici istatistiki teknikler kullanılarak analiz edilmiştir. Elde edilen bulgulara bakıldığında çalışma grubunun genel olarak Yasamacı, Yürütmeci, Yargılayıcı, Hiyerarşik, Dışsal ve Liberal düşünme stillerine daha yüksek düzeyde sahip oldukları görülmüştür. Düşünme stilleri envanterinden elde edilen alt ölçek ortalamalarının, cinsiyete göre bazı farklılıklar göstermekle birlikte genelde orta düzeyin üzerinde olduğu kadınlarda en yüksek ortalamanın Monarşik düşünme stili alt boyutunda görülürken erkeklerde ise en yüksek ortalamanın Yasamacı düşünme stili alt boyutunda olduğu görülmektedir. Düşünme stillerinin sınıf düzeyine göre durumuna bakıldığında 2. sınıf öğrencilerinin Yasamacı düşünme stiline, 4. sınıf öğrencilerinin ise Yasamacı, Bütünsel ve Ayrıntısal düşünme stillerine daha yüksek düzeyde sahip oldukları görülmüştür. Güzel Sanatlar Liseleri dışında kalan diğer liselerden mezun olan öğrencilerin Yasamacı, Yürütmeci, Yargılayıcı, Hiyerarşik ve Liberal düşünme stilleri puan ortalamalarının Güzel Sanatlar Liselerinden mezun olan öğrencilere göre daha yüksek olduğu görülmüştür. Öğrencilerin AGNO (Ağırlıklı Genel Not Ortalaması) düzeyi ve bireysel çalgı değişkenlerine göre düşünme stillerinde anlamlı farklılıklar olmadığı belirlenmiştir.
Thought styles are considered to be one of the elements that influence learning. This study was conducted with the aim of determining the thinking styles of university students who receive professional music education from here and to study the relationship between these styles and various demographic variables; it was conducted with 94 students who are getting professional music education at the Bachelor's level at the Faculty of Fine Arts at Atatürk University. The data of the research was obtained using the personal information form developed by Sternberg and Wagner (1991) and made validity and reliability by Fer (2005) in addition to the "Thinking Styles Inventory" which was translated into Turkish. The data obtained through the inventory of thinking styles and personal information forms have been analyzed using one-way variance analysis (ANOVA), Tukey HSD test and illustrative statistical techniques. In view of the findings obtained, the study group found to have a higher level of legislative, executive, judgmental, hierarchical, external and liberal thinking. The low-scale mediums obtained from the inventory of thinking styles are usually above the middle level, while some differences according to gender; the high-scale average is seen in the low-scale of the monarchic thinking style, while the high-scale average is seen in the low-scale of the lawful thinking style. In terms of the class level of the thinking styles 2. The class students have seen a higher level of lawful thinking, and the fourth class students have a higher level of lawful, comprehensive and detailed thinking. Students who have graduated from other high schools other than the High School of Fine Arts have seen the average score of Legislative, Executive, Judge, Hierarchical and Liberal thinking styles higher than students who have graduated from the High School of Fine Arts. It has been determined that there are no significant differences in the thinking styles of students according to the AGNO (Weightly General Notes) level and individual play variables.
Thinking styles are considered as one of the elements that affect learning. In this context, this study was conducted with 94 students who studied at Atatürk University, Faculty of Fine Arts, at Undergraduate Level to determine the thinking styles of the university students who receive professional music education; and to investigate the relation between these styles and various demographical variables. The data of the study were collected by using the “Thinking Styles Inventory”. The inventory was developed by Sternberg and Wagner (1991) and was translated into Turkish by Fer (2005). Its reliability and validity studies were conducted. The Personal Information Form, which was developed by the author of the study, was also used to collect the data in the present study. The data that were collected by using the Thinking Styles Inventory and the Personal Information Form were analyzed by using the One-Way Variance Analysis (ANOVA), Tukey HSD test, and descriptive-statistical techniques. When the findings were analyzed it was observed that the Study Group generally had the Legislator, Executive, Judgmental, Hierarchical, External and Innovative Thinking Styles at higher levels. It was determined that the averages of the sub-scales of the Thinking Styles Inventory varied according to gender; however, these averages were generally above the medium level, and the highest average in women was detected in Monarchic Thinking Style sub-dimension while the highest average was detected in men in the Legislative Thinking Style sub-dimension. When the thinking styles were analyzed in terms of grades of the students it was observed that 2nd graders had mostly the Legislative Thinking Style; and 4th graders had the Legislative, Holistic and Local Thinking Styles at higher levels. It was also determined in the study that the average scores at Legislative, Executive, Judgmental, Hierarchical and Innovative Thinking Styles of the students, who were graduated from high schools other than Fine Arts High Schools, were higher than those who were graduated from Fine Arts High Schools. It was observed that there were no significant differences in the thinking styles of the students at the WGPA (Weighted Grade Point Average) level and Individual Instrument variables.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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