scinapse is loading now...

The role of cognitive style and its influence on proportional reasoning

Published on Mar 1, 1989in Journal of Research in Science Teaching 3.21
· DOI :10.1002/tea.3660260304
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
Abstract
It has been suggested that proportional reasoning tasks contain field effects. Field-dependent students are considered to be highly influenced by the structure of the perceptual field and lack an articulated conceptual framework. To test the hypothesis that there is a significant correlation between field independence and proportional reasoning tasks, a sample of science students were tested to determine performance in proportional reasoning and degree of field independence. It was found that even students who are normally capable of proportional reasoning can be misled by the presence of field effects. A significant correlation (r = 0.50; p = 0.001) was found between the test of field independence and the nine items of proportional reasoning. Educational implications are drawn.
  • References (17)
  • Citations (25)
Cite
References17
Newest
Published on Jan 1, 1985in Research in Science & Technological Education 0.51
J. N. Collings1
Estimated H-index: 1
Abstract Experimental groups of first year pupils in an English rural comprehensive school were given materials designed to develop the cognitive restructuring aspect of field‐independence in an attempt to gain a parallel increase in formal operations. The Chelsea College Science Reasoning Task II (to test for formal‐operations) and the Group Embedded Figures Test (to test for field‐independence) were given to experimental and control groups before and after the intervention. A significant incre...
18 Citations Source Cite
Published on Jan 1, 1985in Research in Science & Technological Education 0.51
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
13 Citations Source Cite
Published on Feb 1, 1984in Journal of Research in Science Teaching 3.21
Barbara M. Strawitz6
Estimated H-index: 6
(Louisiana State University)
This study examined the effects of an instructional procedure designed to teach both field-dependent and field-independent sixth graders to control variables and to transfer this ability to novel tasks. Students were randomly assigned to either a treatment group taught with a special instructional procedure adapted from Case or a group where students freely explored science equipment without receiving feedback. Three posttest tasks administered approximately four weeks after the last training se...
27 Citations Source Cite
Published on May 1, 1983in Journal for Research in Mathematics Education 2.50
Warren Wollman1
Estimated H-index: 1
checking the equation, failure to base the equation on the meaning of the sentence, and use of nonalgebraic symbols. Students could successfully check when prompted. After a 10-minute classroom intervention on the need for basing the equation on sentence meaning and for checking, immediate success was nearly 100%. A discussion suggests ways to ensure lasting effects. The ability to translate sentences into algebraic relationships figures heavily among the problem-solving skills required in quant...
51 Citations Source Cite
Published on Dec 1, 1982in Journal of Research in Science Teaching 3.21
Anton E. Lawson41
Estimated H-index: 41
(Arizona State University)
Although the development of reasoning is recognized as an important goal of science instruction, its nature remains somewhat of a mystery. This article discusses two key questions: Does formal thought constitute a structured whole? And what role does propositional logic play in advanced reasoning? Aspects of a model of advanced reasoning are presented in which hypothesis generation and testing are viewed as central processes in intellectual development. It is argued that a number of important ad...
69 Citations Source Cite
Published on Sep 1, 1981in Journal of Research in Science Teaching 3.21
Marcia C. Linn60
Estimated H-index: 60
(Stanford University),
Steven Pulos11
Estimated H-index: 11
(University of California, Berkeley),
Adrienne Gans1
Estimated H-index: 1
(University of California, Berkeley)
Piaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13-year-old adolescents. Specifically, three controlling variables tasks with different content and two question type tests...
44 Citations Source Cite
Published on May 1, 1981in Journal of Research in Science Teaching 3.21
Susan G. Nummedal5
Estimated H-index: 5
(California State University, Long Beach),
Francis P. Collea3
Estimated H-index: 3
(California State University, Fullerton)
This study investigated the proportional reasoning abilities of 35 college science students. Using a projection of shadows problem, proportional reasoning was assessed under one of two experimental conditions corresponding to the type of information presented: (a) relevant only, or (b) relevant and irrelevant. Subjects were also measured on the cognitive style of field independence. Results showed that subjects in the relevant only condition performed significantly better than those in the relev...
10 Citations Source Cite
Published on Apr 1, 1981in American Mathematical Monthly 0.31
John J. Clement30
Estimated H-index: 30
,
Jack Lochhead6
Estimated H-index: 6
,
George S. Monk1
Estimated H-index: 1
163 Citations Source Cite
Published on Sep 1, 1979in Journal of Chemical Education 1.76
Harvey Williams1
Estimated H-index: 1
,
C. William Turner1
Estimated H-index: 1
+ 2 AuthorsJohn Berestiansky1
Estimated H-index: 1
Discusses an attempt to identify difficulties experienced by chemistry students in performing specific logical operations at the formal level.
6 Citations Source Cite
Published on Sep 1, 1978in Child Development 3.78
Marcia C. Linn60
Estimated H-index: 60
LINN, MARCIA C. Influence of Cognitive Style and Training on Tasks Requiring the Separation of Variables Schema. CmLD DEVELOPMENT, 1978, 49, 874-877. It has been suggested that cognitive style interacts with performance on tasks measuring formal thought. Conceivably cognitive style interacts with task context rather than with the underlying formal thought processes. Experiments are reported to clarify the type of task that elicits an interaction and to determine whether such interactions can be ...
64 Citations Source Cite
Cited By25
Newest
Published on Jan 1, 2009
Cindy Isaak-Ploegman2
Estimated H-index: 2
(University of Manitoba),
Chris Chinien3
Estimated H-index: 3
(University of Manitoba)
The purpose of this chapter is to examine the implications of the cognitive-style dimension of field independence/dependence for adult learners in distance learning environments. Chinien and Boutin (1992–93) suggest a student’s repertoire of cognitive skills can serve to facilitate or debilitate a student’s performance in a learning task. Cognitive skills also determine if a student performs cognitive tasks in a self-directed or independent manner. The cognitive style dimension of field independ...
2 Citations Source Cite
Published on Jan 23, 2004in International Journal of Science Education 1.32
Saouma BouJaoude22
Estimated H-index: 22
(American University of Beirut),
Sara Salloum4
Estimated H-index: 4
(University of Illinois at Urbana–Champaign),
Fouad Abd-El-Khalick32
Estimated H-index: 32
(University of Illinois at Urbana–Champaign)
The purposes of this study were: to compare students' performance on conceptual and algorithmic chemistry problems; to investigate the relationships between learning orientation, formal reasoning, and mental capacity and students' performance on conceptual and algorithmic problems; and to investigate interactions among learning orientation, formal operational reasoning, and mental capacity. Participants were Grade 11 students enrolled in scientific sections of three Lebanese schools. Learning or...
19 Citations Source Cite
Published on Mar 1, 2000in Journal of Creative Behavior 1.61
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente),
Grecia Saud De Nunez3
Estimated H-index: 3
(Universidad Pedagógica Experimental Libertador),
Isangela Ruiz De Pineda1
Estimated H-index: 1
(Universidad Pedagógica Experimental Libertador)
The purpose of this study is to explore how creativity and the cognitive variables (mental capacity, cognitive style & mobility-fixity dimension) can explain academic performance of high school students. Students at a high school in Maturin (Venezuela) were tested to determine creativity (Torrance Tests), cognitive variables and academic performance. Results based on multiple regression analyses showed that the mobility-fixity dimension was the most consistent predictor of academic performance, ...
29 Citations Source Cite
Published on Jan 1, 1999in Journal of Science Education and Technology 1.38
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
The main objective of this article is to study the role of empirical evidence in the interpretation of psychological and epistemological aspects of Piagetian theory. According to Galilean methodology, after having asked the right question, a scientist could experimentally vary one impediment, and observe what happens to the dependent variable, as it approaches the ideal limiting case. Following Galileo's idealization, scientific laws being epistemological constructions do not describe the behavi...
9 Citations Source Cite
Published on Jan 1, 1999in Infancia Y Aprendizaje 0.69
José María Oliva Martínez1
Estimated H-index: 1
ResumenEl presente estudio tiene por objeto investigar la influencia del nivel de razonamiento formal y del estilo cognitivo Dependencia/Independenciade Campo en la naturaleza y consistencia de las ideas intuitivas de los alumnos en Fisica. La muesta analizadaesta formadapor 269 alumnos de 2° de BUP de un instituto publico de Cadiz. Los resultados obtenidos indican que ninguna de las variables independientesconsideradasafecta a la naturaleza cualitativa ni cuantitativade las preconcepcionesde lo...
2 Citations Source Cite
Published on Mar 1, 1997in International Journal of Science Education 1.32
Mare Taagepera4
Estimated H-index: 4
(University of California, Irvine),
Frank Potter4
Estimated H-index: 4
(University of California, Irvine)
+ 1 AuthorsKamakshi Lakshminarayan1
Estimated H-index: 1
(University of California, Irvine)
The quantitative Knowledge Space Theory is applied here for the first time to specific science concepts in order to evaluate its feasibility as a general assessment method for science learning. In particular, the knowledge states of students in the 4th through 12th grades are suggested for three science concepts before and after classroom teaching/learning experiences. The theory belongs to the vast category of latent trait models based upon the Rasch model, but differs in all its most important...
12 Citations Source Cite
Published on Jul 1, 1996in International Journal of Science Education 1.32
Mansoor Niaz31
Estimated H-index: 31
(Universidad de Oriente)
Achievement in science depends among other factors on hypothetico‐deductive reasoning ability, that is, developmental level of the students. Recent research indicates that the developmental level of students should be studied along with individual difference variables, such as Pascual‐Leone's M‐capacity (information processing) and Witkin's Cognitive Style (disembedding ability). The purpose of this study is to investigate reasoning strategies of students in solving chemistry problems as a funct...
32 Citations Source Cite
Published on Jun 1, 1996in Roeper Review
Harry Morgan2
Estimated H-index: 2
(University of West Georgia)
Gardner suggests that the human organism has seven distinct units of intellectual functioning. He labels these units intelligences, each with its own observable and measurable abilities. The Gardner hypothesis of intelligence is examined within the context of g, and Gardner's Ml Theory is compared to the work of cognitive style theorists. This report concludes that Ml theory did not discover new “intelligences”, but rather, put forth a reframing of what others have defined as cognitive styles.
68 Citations Source Cite