Document Type : Original Article

Authors

• Sedighe Shadi ¹
• Jafar Jahani ²
• rahmatualah marzooghi ³

¹ Curriculum management and planning, educational sciences and psychology, Shiraz University, Shiraz, Iran

² Associate Professor, Curriculum Planning Department, Shiraz University, Shiraz, Iran. (Author)

³ Professor of Curriculum Planning Department, Shiraz University, Shiraz, Iran.

Abstract

Abstract
The purpose of this research was to model structural relationships between teachers' thinking styles and students' learning styles. The current research was descriptive-correlational in terms of its practical purpose, in terms of the method of data collection. The statistical population of the research included all teachers of the first year of high school in Behbahan city. 170 people were included in the study using stratified random sampling method. The data were collected based on two questionnaires, Sternberg and Wagner's thinking style (1979) and Kolb's learning style (1984). Data analysis using SPSS 25 and AMOS 25 software and statistical methods of variance analysis of repeated measurements, correlation coefficient and multivariate regression coefficient showed that 1- the dominant thinking style of secondary school teachers in Beihan city is a judgmental style. 2- The learning style of middle school students is reflective observation style and active experimentation style. 3- There was a positive and meaningful relationship between the three thinking styles of the teacher and all four learning styles of the students. The results showed that there is a positive and significant correlation between teachers' thinking styles and students' learning styles. In fact, if teachers' thinking styles are closer to students' learning styles, their learning will improve. And they also emphasize the recognition of these relationships in the better organization of teaching and learning in educational environments. Therefore, by recognizing, managing and improving his own thinking style, the teacher develops the teacher's abilities and, as a result, the students' learning styles, because the teacher's thinking styles are the background of the students' learning in education, as the teacher is the teaching method. It adjusts itself according to its thinking style, this recognition and management of the teacher's thinking style causes him to be equipped with more appropriate methods for institutionalized, dynamic and active learning from smart, intelligent, creative and responsible teaching. It uses different, suitable and appropriate methods with the learning style of the students, and finally it causes the development of the teacher's abilities and, as a result, the learning styles of the students.

Keywords

• Thinking Styles
• Learning Styles
• Structural Relationship

Main Subjects

• نظریه برنامه درسی