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

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.