The Effects of Cognitive Styles on Naïve Impetus Theory Application Degrees of Pre-Service Science Teachers

Autor/inn/en	Cataloglu, Erdat; Ates, Salih
Titel	The Effects of Cognitive Styles on Naïve Impetus Theory Application Degrees of Pre-Service Science Teachers
Quelle	In: International Journal of Science and Mathematics Education, 12 (2014) 4, S.699-719 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9430-z
Schlagwörter	Preservice Teachers; Science Teachers; Cognitive Style; Physics; Introductory Courses; Science Education; Teacher Education Programs; Undergraduate Students; Theories; Statistical Analysis; Scores; Measures (Individuals); Group Embedded Figures Test + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Cognitive styles; Kognitiver Stil; Physik; Einführungskurs; Naturwissenschaftliche Bildung; Theory; Theorie; Statistische Analyse; Messdaten
Abstract	The purpose of this study was to determine whether there is a relationship between pre-service science teachers' Field Dependent or Field Independent (FD/FI) cognitive styles and the application of degrees of naive impetus theory. The sample consisted of 122 pre-service science teachers (97 females and 25 males) who were enrolled in the Introductory Physics course required by the Science Education program. Data were collected in two successive years, after the completion of the required Introductory Physics undergraduate courses, in 2008 and 2009. The Group Embedded Figure Test and Impetus Theory Application Test (a two-tier-type test) were administered to assess the FD/FI tendency of students and to determine the degree students applied the naïve impetus theory, respectively. Initial results showed that a majority of students had made use of the native impetus theory repeatedly. The results also indicated that the degree to which students applied the naïve impetus theory was statistically related to their FD/FI cognitive styles. The findings of this research showed that there existed a statistically significant difference between the FI and FD students' degree of applying the naïve impetus theory in favor of FI students. However, the test score gap between FI and FD students remained almost constant regardless of the testing instruments utilized in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10