Examination of Pre-Service Teachers' Learning Styles and Temperament Styles within an Elementary Science Methods Course

Abstract

Pre-service teachers enrolled in an elementary science methods class were introduced to teaching strategies that enhanced how students learn in different ways. While their major content focus was science, they were instructed in the understanding and use of learning styles and temperament styles as it applied to teaching science. Elementary pre-service teachers in methods courses enter into their teacher education program with different levels of motivation, attitudes, and ideas about teaching and learning. Many times they are not prepared to deal with classroom environments and instructional practices. This study introduced pre-service teachers to learning styles and temperament styles models. Inventories of each were given to pre-service teachers for the assessment of their own learning style and temperament style. Pre-service teachers, once made aware of their learning and temperament styles, were better able to identify student differences, meet the needs of diverse learners, and enhance classroom instruction.