Abstract:

In this study, it is aimed to evaluate the relationship between learning styles and critical thinking dispositions of 6th,7th and 8th-grade students, and to determine whether critical thinking tendencies differ in terms of learning styles. The study was carried out with the participation of 687 students attending secondary schools in Şırnak province, Cizre and Silopi districts in the 2018-2019 academic year. The California Critical Thinking Disposition Inventory was used to determine students' critical thinking dispositions, and Kolb's Learning Styles Inventory-III was used to determine learning styles. Mann-Whitney-U, Chi-square, Kruskal Wallis tests, Spearman Correlation Coefficient and linear regression analysis were used as statistical analyses. 42,6% of the students who participated in the research consisted of 6th-grade students, 47,6% of the students living in the district and the median value of the students age was 13,0(1,0) years. The students were evaluated by the California Critical Thinking Disposition Inventory and Kolb's Learning Styles Inventory-III according to gender and grade level and significant differences were found(p<,05). As a result, students' critical thinking skills and tendencies contribute to all areas of life, as well as gaining students' critical thinking skills and tendencies to determine the teaching style of students' learning style is an important requirement.

Keywords: