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Direct linkDuman, Bilal; Celik, Ozkan – Hacettepe University Journal of Education, 2012
The purpose of this study is to investigate the effects of scenario-based learning on scenario writing and comprehension skills of the pre-service teachers having different cognitive styles. The study was designed according to single group pretest-posttest experimental model. The study group consists of 52 students from the departments of…
Descriptors: Foreign Countries, Preservice Teacher Education, Comprehension, Cognitive Style
Peer reviewedCano, Jamie; And Others – Journal of Agricultural Education, 1992
Sample of 25 preservice agriculture teachers completed Group Embedded Figures Test and Myers Briggs Type Indicator (MBTI), revealing that 11 were field dependent, 14 field independent; females tended to be more field independent; they preferred learner-centered approach to teaching; and on MBTI, 60 percent were Extroverted, 76 percent Sensing, 56…
Descriptors: Agricultural Education, Cognitive Style, Higher Education, Personality Traits
Download full textWieseman, Robert A.; And Others – 1992
Cognitive style indicates how a learner thinks and responds to the environment. Cognitive styles of education majors appear to have an impact on performance in preservice education coursework. This study classifies as field dependent or field independent the cognitive styles of 537 education majors at Auburn University (Montgomery, Alabama) and…
Descriptors: Academic Achievement, Cognitive Style, Correlation, Education Majors
Simpson, F. Morgan; And Others – 1994
The cognitive styles of Education majors at a southern university were examined over a 5-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. One hundred ninety-six students were retested at the…
Descriptors: Academic Achievement, Cognitive Style, Cognitive Tests, Education Majors
Peer reviewedMahlios, Marc C. – Action in Teacher Education, 1982
This research dealt with the advisability of matching student teachers and supervising teachers on the basis of compatible cognitive style. Students and supervising teachers were matched or deliberately mismatched according to field-independence or field-dependence as determined by the Group Embedded Figures Test (GEFT). Student teacher…
Descriptors: Cognitive Style, Cooperating Teachers, Higher Education, Preservice Teacher Education
Simpson, F. Morgan; And Others – 1995
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…
Descriptors: Cognitive Style, Education Majors, Elementary Secondary Education, Field Dependence Independence
Portis, Sarah C.; And Others – 1993
Cognitive style is an important variable that can affect the educational process in several ways. This study, a continuation of previous research, considers two learning styles--field dependent (FD) and field independent (FI). FD learners are attuned to social interaction; they favor structure, teacher direction, and feedback; and they benefit…
Descriptors: Academic Achievement, College Freshmen, College Seniors, Education Courses
