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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ303351
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teacher-Student Cognitive Style and Achievement in Biology.
Jolly, Pauline E.; Strawitz, Barbara M.
Science Education, v68 n4 p487-92 Jul 1984
Investigated the consequences of teacher-student cognitive style (field dependence- FD and independence- FI) matches and mismatches on student achievement in biology. Results suggest that whereas FI students may be taught by and achieve equally well with either FI or FD teachers, FD students are more successfully taught by FI teachers. (JN)
Descriptors: Academic Achievement, Biology, Field Dependence Independence, Grade 10, High Schools, Science Education, Science Instruction, Secondary School Science, Student Teacher Relationship, Teaching Methods
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research