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Cognitive style and inquiry strategy: A five‐year study
Author(s) -
Scott Norval C.
Publication year - 1973
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660100406
Subject(s) - categorization , style (visual arts) , psychology , cognitive style , cognition , pupil , test (biology) , longitudinal study , developmental psychology , mathematics education , artificial intelligence , medicine , computer science , paleontology , archaeology , neuroscience , biology , history , pathology
The purpose was to determine the longitudinal effects of the inquiry strategy method on the pupil's styles of categorization. Two groups of inquiry students (experimentals) and noninquiry pupils (comparisons) were administered the Sigel Cognitive Style Test (SCST). The longitudinal groups of experimentals and comparisons had the SCST in 1966 (seventh grade) and in 1971 (high school seniors). The cross‐sectional groups had the SCST in 1970 (high school seniors). Chi‐square indicated that both inquiry groups were significantly more analytical in styles of categorization than were the comparison groups. Implications for analytical style are discussed.