The objective of this study was to investigate the possible interactions of aptitude and treatment between (a) two teaching strategies and the cognitive styles of field-dependence and field-independence and (b) two modes of evaluation and the same cognitive styles. Subjects high on the cognitive style scale scored higher on all the posttests. However, no interactions of treatment and cognitive style were found. A significant interaction of sex and treatment occurred on measures of affect and motivation. It shows that female subjects preferred the passive-responding treatment over the active-responding treatment. They worked harder on their preferred treatment and also reached significantly higher performance scores. The exact opposite was true for the males who preferred, worked harder, and obtained higher performance scores with the active-responding treatment. The expected interaction between the cognitive styles and the modes of evaluation was not observed.
Dépôt légal -3 e trimestre 1996 Bibliothèque nationale du Québec / Bibliothèque nationale du Canada Imprimé au Canada Nous apprécierions que des lecteurs et des utilisateurs nous fassent part de leurs commentaires, suggestions, exemples, etc. qui pourraient contribuer à augmenter et à améliorer le contenu des éditions ultérieures.
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-This article examines an instrument for the analysis of teaching systems developed by Merrill and his colleagues. After a quick overview of the context in which the instrument was elaborated upon the taxinomie grid used, the fundamental principles and the operational references are presented. To conclude the author presents a few critical reflections.Resumen -El présente articulo examina un instrumento de anâlisis de los sistemas de ensenanza desarrollados por Merril y sus colegas. Después de una râpida vision del contexto en el cual se desarrolla este instrumento se presentan : el cuadro taxonômico utilizado, sus principios fundamentales y su marco operacional. En conclusion el autor propone algunas reflexiones criticas.
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