Abstract:

In this study, the relationship between learning styles  and critical thinking tendencies of social studies teacher candidates was investigated. The sample of the study is composed of first and fourth year teacher candidates from Muğla Sıtkı Koçman University. Kolb Learning Styles Inventory and California Critical Thinking Tendency Scale (CCTDI) were used as data collection tools. The data were analyzed with SPSS 22 package program. According to the findings of the study, it was determined that most of the social studies teacher candidates had converging and assimilating learning styles. Critical thinking tendencies of candidates are slightly higher than average. Candidates received the highest score from the open-minded subscale in the critical thinking disposition scale. Critical thinking tendencies and learning styles of the candidates do not differ significantly according to gender and class level variables. In addition, no significant relationship was found between the learning styles of social studies teacher candidates and their critical thinking tendencies. According to the results of the study, various suggestions were made

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