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      The effects of cognitive styles on naive impetus theory application degrees of pre-service science teachers

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      Author(s)
      Cataloglu, E.
      Ates, S.
      Date
      2014
      Source Title
      International Journal of Science and Mathematics Education
      Print ISSN
      1571-0068
      Publisher
      Springer Netherlands
      Volume
      12
      Issue
      4
      Pages
      699 - 719
      Language
      English
      Type
      Article
      Item Usage Stats
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      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 preservice 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.
      Keywords
      Field independent/field dependent cognitive styles
      Naïve impetus theory
      Pre-service science teachers
      Permalink
      http://hdl.handle.net/11693/12674
      Published Version (Please cite this version)
      http://dx.doi.org/10.1007/s10763-013-9430-z
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      • Graduate School of Education 108
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