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ERIC Number: ED110322
Record Type: RIE
Publication Date: 1975-Mar
Pages: 8
Abstractor: N/A
Reference Count: 0
Cognitive Style as a Factor in the Science Achievement of Pre-Service Elementary Teachers.
Shanks, James L.
This study attempted to determine if there was a stable and preferred mode of perceptual organization and conceptual classification of stimuli which influenced the ability of female pre-service elementary teachers to acquire the science concepts presented in a general elementary credential preparation course. It is an example of ex post facto research where a measure of the science concepts presented in the course provided the criterion test (dependent variable) for the study. Considering the strong dependency of achievement upon intelligence, a two-way analysis of variance was performed, utilizing data from the Henmon-Nelson Test of Mental Ability for the other factor. A modified (adult) version of the Sigel Cognitive Style Test (SCST) was given to all females in the sections taught over a period of two semesters. Significant SCST contrasts occurred only with the Achievement in Science factor. For high and low achievers of science concepts, the findings indicated that a person's cognitive style influences his intellectual ability to grasp and understand new meanings. In this context, cognitive style was translated as learning style. It was concluded that the study supported much of the research involving children. (Author/EB)
ERIC/SMEAC, The Ohio State University, 400 Lincoln Tower, Columbus, OH 43210 (on loan)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 1975). Best copy available; contains broken type