Abstract:

This survey study was undertaken in order to research the teaching styles of science teachers in terms of teachers’ gender, professional seniority and their students’ learning styles. With this aim, a study group was formed from 32 science teachers and 1,494 secondary school students. The Teaching Style Inventory, Grasha-Riechman Learning Style Questionnaire and Individual Information Form were used as data collection tools. As a result of this current study, conducted with a view to examining the teaching styles of science teachers, it was determined that science teachers mostly preferred G3 (Facilitator/Personal model/Expert) and G4 (Representative/Facilitator/Expert) teaching styles, and that teachers' teaching styles did not show significant differences for either gender or professional seniority, but that there was a significant and weak relationship between science teachers' teaching styles and their students' learning styles

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