NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED354236
Record Type: Non-Journal
Publication Date: 1993-Feb
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Convergence or Divergence? Perspectives on Experience and Cognitive Styles of Prospective Teachers.
Portis, Sarah C.; And Others
Cognitive style is an important variable that can affect the educational process in several ways. This study, a continuation of previous research, considers two learning styles--field dependent (FD) and field independent (FI). FD learners are attuned to social interaction; they favor structure, teacher direction, and feedback; and they benefit from instruction in problem solving. FI learners are task-oriented, set self-regulated goals, seek less guidance in problem solving, and prefer to work individually. The Group Embedded Figures Test (Witkin) was administered to 65 education majors in all sections of a freshman level education course. The test was repeated as the same students completed internships during their senior year. Course grades were also collected in six required education courses. Results suggest that students who are FD during their first education course tend to become more FI by the end of the internship experience; students who are successful academically in one area of interest will generally be successful in other academic areas; students who possess characteristics of both FD and FI learners are more likely to earn better grades. Males tend to be more FI than females, but females out-perform males academically. (Contains 18 references.) (LL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Group Embedded Figures Test