Abstract:

Taking the individual differences among students into account, we are faced with a question: how equally students will benefit from the activities applied throughout the process of traditional teaching. If we accept that individual differences constitute an opulence in learning environment; it is possible to say that being aware of the learning styles of both students and teachers could make significant contribution in terms of enabling students to actively participate in their own learning processes, as well as directing teachers to use different approaches, methods, and techniques while organizing learning-teaching environments and activities. Kolb, who is the founder of Experiential Learning Theory, claims that organizing the learning setting by taking the characteristics of the students with different learning styles into consideration, will positively affect learning outputs. In this study, which was conducted through the application of Kolb's learning cycle on biology lesson, individual learning styles of prospective teachers were determined by means of Kolb's Learning Style Inventory (KLSI). 38 prospective teachers, studying their second year at the department of Science Teaching at the Faculty of Education in Samsun, participated in this study. Lessons in this study were instructed after being configured in accordance with Kolb's learning cycle. The data was collected by taking of prospective teachers on the application and was evaluated through content analysis. In conclusion, many prospective teachers in the experimental group expressed their satisfaction towards the application. As Alvin Toffler states in his quote; ''The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn'', all of those aforementioned results indicates the significance of making students aware of their learning styles and organizing learning-teaching settings accordingly.

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