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ERIC Number: ED107565
Record Type: RIE
Publication Date: 1975
Pages: 25
Abstractor: N/A
Reference Count: 0
Field-Independence and the Structuring of Knowledge in a Social Studies Minicourse.
Stasz, Cathleen; And Others
While previous research has demonstrated a correspondence between measures of instructional content and psychological structure due to learning, this research report examines whether individual learner differences affect this correspondence. Individuals of the field independence psychological structure were expected to impose greater structure and experience concepts as discrete and organized, while individuals of the field dependence psychological structure would not impose structure but experience the concepts and their interrelationships as global and diffuse. Ninety-six students and 24 teachers divided evenly between field-independent and field-dependent structures provided the sample group. Results indicate that the field independent subjects configures the concepts of a sample lesson identical to the model of content structure, while the field-dependent subjects did not. The implication for further research concerns the extent to which a teacher's or student's psychological structure affects his or her method of teaching or ability to understand and learn what is being taught. (Author/DE)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: A paper prepared for the Annual Meeting of the American Educational Research Association (Washington, D.C., April, 1975)