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Cognitive style and developing scientific attitudes in the SCIS classroom
Author(s) -
Wareing Carol
Publication year - 1981
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.3660180112
Subject(s) - cognitive style , independence (probability theory) , psychology , cognition , style (visual arts) , dimension (graph theory) , field (mathematics) , field dependence , contrast (vision) , cognitive psychology , cognitive dimensions of notations , social psychology , information processing , computer science , statistics , physics , mathematics , archaeology , quantum mechanics , neuroscience , artificial intelligence , magnetic field , pure mathematics , history
Cognitive style refers to an individual's way of perceiving and processing information. Field‐dependence‐independence is one dimension of cognitive style. Field‐dependence and field‐independence respectively refer to a global in contrast to an analytical way of perceiving. Global versus analytical cognitive styles have been studied with respect to their differential influence on attitude development in ESS by Walters and Sieben (1974). The present investigator sought to examine whether a relationship existed between field‐dependence‐independence and scientific attitudes of sixth‐grade students in SCIS. Findings indicate that such a relationship is not statistically significant.