Abstract:

The purpose of this study, laboratory test group was determined according to the learning styles of traditional and constructivist approaches to teaching applications designed according to scientific achievement and scientific process is to determine the impact of skills development. In this study, the independent variables: learning styles, traditional and constructivist approach to the design based on laboratory experiments, scientific achievement and scientific process skills of the dependent variables. In this study, "Pre-test with control group of experiment model was used. Scientific achievements of students, teaching approaches used (Constructivist and Traditional), and common effects of learning styles do not vary significantly, depending. According to these findings, teaching approach and learning style are the factors considered separately, a significant difference between academic success, while in the joint effect of two variables are not a significant difference.

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