An Experimental Study Related to Application of the Kolb's Learning Cycle in Geography Lectures

Abstract

The purpose of this study is to examine the effect of planning the learning environment by taking into consideration different learning styles on the academic success of students. The universe of the study was consisted of prospective teachers of social sciences who were studied in the Social Sciences Teaching program of 19 Mayis University Faculty of Education and who were participated General Physical Geography course. The study was used descriptive and experimental methods. The descriptive aspect of the study consists of determining the level of accomplishment for prospective teachers in terms of the objectives of the subject of climate in General Physical Geography course and their learning styles. The experimental study was conducted as a research model with pre-test, post-test experimental and control groups. In line with the purpose of the study, the course hours of the unit of climate were planned by considering the learning cycle stages explained by Kolb's Experiential Learning Theory. The data was collected through the third version of Kolb's Learning Styles Inventory (KLSI-III) and a multiple choice test on the subject of climate. The findings of the study showed that planning the course hours by considering the different learning styles of students will affect learning outputs positively.