Investigating Individual Innovativeness Levels And Lifelong Learning Tendencies Of Students In TMSC


Akdeniz A., KADI A.

2nd International Conference on Lifelong Education and Leadership for All (ICLEL), Liepaja, Letonya, 21 - 23 Temmuz 2016, ss.49-57 identifier

  • Basıldığı Şehir: Liepaja
  • Basıldığı Ülke: Letonya
  • Sayfa Sayıları: ss.49-57

Özet

The aim of this research is to investigate the attitudes and opinions of students in Turkish Music State Conservatories about their individual innovativeness levels and lifelong learning tendencies. Research was conducted with 110 students in Turkish Music State Conservatory. Research design is mixed method. According to the findings; attitudes of students about individual innovativeness levels and lifelong learning tendencies differ according to gender, but they don't differ according to class and age. There is not a significant relationship between attitudes of students about individual innovativeness levels and lifelong learning tendencies. 18 categories were found for opinions of students about characteristics of individual innovative people. Most repetitive category was "open to develop, open to change and innovation". Other categories were repeated once or twice. Students' opinions differ according to gender, class and age. 9 categories were found for opinions of students about characteristics that affect individual innovativeness. Most repetitive category was "curiosity". Other categories were repeated once or twice. 16 categories were found for opinions of students about lifelong learning tendencies. All categories were repeated once. 17 categories were found in content analysis for opinions of students about characteristics that affect lifelong learning tendencies. Most repetitive category was "being curious". Second most repetitive category was "willingness to learn". Other categories were repeated once. 2 categories were found for opinions of students about the relationship between individual innovativeness levels and lifelong learning tendencies. They were positive and negative relationship. Students' opinions differ according to gender, class and age.