The Effect of Instructional Methods on Performance of the Students Having Different Cognitive Styles

Bu çalışma da i) biyoloji ile ilgili bir konuda, geleneksel ve grup çalışmasına dayalı öğretim tekniklerinin, öğrencilerin başarısına etkisi ve ii) alana bağlı/alana bağımsız bilişsel stile sahip öğrencilerin başarıları arasındaki fark rapor edilmiştir. İlköğretim bölümündeki seksen fen öğrencisi çalışmaya katılmıştır. Kontrol grubundaki öğrencilere geleneksel yöntem, deney grubuna da tartışmaya dayalı grup çalışma tekniği uygulanmıştır. Alana bağlı olma/alandan bağımsız olma özelliği Gurup Saklı Şekiller Testi ve öğrencilerin öğretim öncesi ve sonrası başarı düzeylerini ölçmek amacı ile de bir başarı testi uygulanmıştır. Sonuçlar, i) başarı testinde, deney grubundaki öğrencilerin kontrol gurubundakî öğrencilerden anlamlı düzeyde daha yüksek başarı gösterdiğini ve ii) belki de en önemlisi, grup çalışması tekniğinin Alana Bağlı/Alandan bağımsız bilişsel stilinin her ikisini de hitap ettiğini ama geleneksel öğretim yönteminden alandan bağımsız öğrencilerin daha fazla faydalandığını göstermiştir.

Öğretim Tekniklerinin Farklı Bilişsel Stillere Sahip Öğrencilerin Başarılarına Olan Etkileri

This study reports i) the effect of traditionally designed teaching method and the group work on students' performance in a topic related to biology and, ii) the difference between the performance of students who have field dependent and field independent cognitive styles. Second year science teacher students (N=80) in primary teaching department were participated. Students in the control group (N=40) were given a traditional lecture whereas in the experiment group (N=40) discussion-based group work was adopted. To measure Field dependence/Field Independence, (FD/FI) Group Embedded Figures Test and to measure students' achievement before and after instruction an achievement test were applied. The results showed i) the students in the experiment group showed significantly higher performance than control group students in the achievement test and ii) may be the most importantly, the group work in the experiment group favoured both FD and FI students whereas FI students benefited more than FD students in traditional teaching method in control group.

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