Author(s): Dr. Asuman Seda SARACALO?LU, Do├ž. Dr. Nilg├╝n YEN?CE, Do├ž. Dr. Nuri KARASAKALO?LU
ings from other lives and it is characterized with the most general meaning; “Thinking is; the disciplined form of conceptualization, excutation, analysis and assessment of knowledge that obtained from observations, experiences, feelings, perceptions, and other ways” (Özden, 2005). Thinking is described as “accession from present information to others” and “improvement of present information” (Cole and Scribner, 1974). A style, according to Sternberg (1994b) is not in itself an ability but rather a preferred way of using one’s abilities. Although thinking style is individual approaches and aptitudes from a result of an intellectual process relating to encounter a problem, an event, an action and a variable. Thinking styles are closely related with gaining and processing information and they can be formed by the conditions of individual. This study, is designed to investigate the thinking styles profile of student teachers studying in different subject area at the Faculty of Education in Adnan Menderes University and examined the relationship between thinking styles and academic achievement. The study is varied according to various varieties such as student's thinking styles and departments, gender, age, high school departments, socioeconomic levels and GPA (Grade Point Average). A total of 126 student teachers (68 female and 58 male) studying in at the departments of Elementary Education, Social Sciences, and Sciences at the Faculty of Education, Adnan Menderes University participated to the study. In this study Thinking Style Inventory used that is developed by Steinberg and Wagner (1992) and adapted into Turkish by Bulu? (2006). Depending on the type of data groups, required descriptive statistics, ANOVA (t and F tests), are estimated and to examine the difference of the variables that is above two variables Scheffe and Dunnett’s C tests are used. Besides correlation coefficients are computed. The findings indicated that it was found significant differences in terms of departments (at global style), high school departments (at global style), socioeconomics levels (at internal and conservative styles) and GPA (at executive style), but there was no meaningful differences according to gender and age. As a result, it can be said that participants have legislative hierarchic, executive and judicial thinking styles. The results and their implications for teaching, learning and assessment in and outside.