Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles

Abstract

This research has focused on whether preservice teachers’ reflective thinking tendencies and epistemological beliefs differ in terms of learning styles. The participants involved 410 preservice Turkish teachers who were studying at six different universities. Three different measurement tools that Grasha-Riechmann Learning Style Inventory, Reflective Thinking Tendency Scale and Epistemological Beliefs Questionnaire were administered to the participants within the context of the research purpose. Analysis of the data has led to the conclusion that there is a relationship between reflective thinking tendencies and epistemological beliefs. Additionally, it has become clear that reflective thinking tendencies and epistemological beliefs differed in terms of learning styles.