Evolution of Cognitive Styles for Preprofessional Educators.
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| Title: | Evolution of Cognitive Styles for Preprofessional Educators. |
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| Language: | English |
| Authors: | Simpson, F. Morgan |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 1995 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Cognitive Style, Education Majors, Elementary Secondary Education, Field Dependence Independence, Higher Education, Learning Strategies, Preservice Teacher Education, Sex Differences, Student Characteristics, Thinking Skills |
| Assessment and Survey Identifiers: | Group Embedded Figures Test |
| Abstract: | The cognitive styles of Education majors at a southern university were examined over a five-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. Two hundred twelve students were retested at the conclusion of their internships. In the interim, course grades across six required undergraduate courses were compared with cognitive style. Findings indicated that the students became more field-independent (mean increase of 1.5). Males tended to be more FI than females, but females performed better academically across the six courses. Further significant correlations exist between the students grades in the six courses, and the students with the higher course grades had higher embedded figures scores (indicating they were more field-independent). Significant F values were found in four courses. A similar pattern, though not significant, was found in the other two courses. Students with higher course grades generally had higher mean embedded figures scores in six selected courses. (Contains 24 references.) (Author) |
| Entry Date: | 1996 |
| Accession Number: | ED392788 |
| Database: | ERIC |
| Abstract: | The cognitive styles of Education majors at a southern university were examined over a five-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. Two hundred twelve students were retested at the conclusion of their internships. In the interim, course grades across six required undergraduate courses were compared with cognitive style. Findings indicated that the students became more field-independent (mean increase of 1.5). Males tended to be more FI than females, but females performed better academically across the six courses. Further significant correlations exist between the students grades in the six courses, and the students with the higher course grades had higher embedded figures scores (indicating they were more field-independent). Significant F values were found in four courses. A similar pattern, though not significant, was found in the other two courses. Students with higher course grades generally had higher mean embedded figures scores in six selected courses. (Contains 24 references.) (Author) |
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