Analysis of Learning Style-Based Biology, Instruction

Abstract

The aim of this study is to determine whether biology courses in high schools are instructed in conformity with the school children’s learning styles. This study was designed using Gregorc learning style model. A survey was administered and correlations were analyzed. The results revealed that biology teachers frequently use instrumental preferences that suit pupils using an Abstract Sequential Learning Style at the first Level of Thinking, for those using the Concrete Sequential Learning Style at the second level and for those using Abstract Sequential Learning Style at the third level, respectively. A significant difference was observed between the instructional preferences biology teachers use for different learning styles, and occupational experience (p<0.05).