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ERIC Number: EJ1052350
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0263-5143
The Relationship between Pre-Service Science Teachers' Cognitive Styles and Their Cognitive Structures about Technology
Aydin, Fatih
Research in Science & Technological Education, v33 n1 p88-110 2015
Background: Today, for most of us, technology is a vital and inevitable part of our lives. Due to its widespread use, a great emphasis is being given to educating generations about technology. And, every individual has his/her own style of organizing and collecting information. Purpose: The purpose of the present study is to identify the relationship between pre-service science teachers' cognitive styles and their cognitive structures about technology. Sample: The study was conducted with the participation of first and third grade pre-service science teachers majoring in Science Education in the Faculty of Education at Abant Izzet Baysal University in the spring semester of 2012-2013. Design and methods: The study was designed as a case study and a qualitative research method was used. Students were administered two instruments: Group Embedded Figures Test (GEFT) and a Word Association Test (WAT). Results: Results clearly suggested that the first grade participants with a field-dependent cognitive style were better at associating concepts when compared to those with a field-independent cognitive style. And, participants with a field-dependent style, could form more connections between the technology-related concepts. A comparison of the findings on the field-dependent participants by their grade demonstrated that the first and third grade participants with a field-dependent cognitive style got similar scores in terms of the total number of words generated for each key concept. Conclusions: Considering that education is for individuals, it is impossible to ignore individual differences during the process. The most interesting finding of the present study is that field-dependent individuals have a higher cognitive structure, unlike that which has been asserted so far in the literature.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Group Embedded Figures Test
Grant or Contract Numbers: N/A