The Influence of Field-Dependent and Field-Independent Cognitive Styles of Learning in the Presentation of Scientific Information

Abstract

We examined the characteristics of field-dependent and field-independent cognitive styles of learning in the presentation of scientific information within the parameters of this research. We undertook three investigations in this study. These investigations were conducted in a lower secondary school and involved 74 students from the3rd grade (9th year students). First, an Embedded Figure Test was used in the investigation of field-dependent and field independent cognitive styles. As a result, we divided the students into two cognitive style groups: 38 students in the field-dependent group and 36 students in the field-independent group. Two further investigations were then conducted. In the first, the subjects undertook learning that depended upon the traditional method of reading problems and responded to 20 questions. In the second investigation, conducted weeks later, the subjects undertook learning that depended upon the use of pictures and imagery, and again they responded to the same 20 questions. The results were compared between the field-dependent and the field-independent groups. The influence of field-dependent and field-independent cognitive styles of learning in the presentation of scientific information became clear as a result. When information was presented using only words, students in the field-independent group could understand the scientific information easily. But when information was presented using images only, students in the field-dependent group could understand easily.