Methodology of determining student’s cognitive styles and its application for teaching physics

Гребенев, И. В.; Lozovskaya, L.B.; Morozova, Ekaterina

doi:10.1186/2193-1801-3-449

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…As a result of increased attention among research and studies on cognitive styles, we were able to reach into the most important features of the recognition procedures by researchers such as Grebenev, Ludmila & Ekaterina, (2014); Al-Ghamdi, (2013); Al-Dahdouh, (2010):…”

Section: Cognitive Stylesmentioning

confidence: 99%

Effects of webquest on the achievement and motivation of Jordanian University students of (independent & dependent) cognitive style

Aldalalah

Eyadat

Ababneh

2015

WJET

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The purpose of this study was to investigate the effects of Webquest on the Jordanian students of different cognitive style. The independent variables were the instruction (conventional & Webquest). The dependent variables were the students’ achievement and motivation. The instruction rating variable is cognitive style (independent & dependent). The study sample consisted of 72 undergraduate educational technology students, information and communication technology students and graphic design students. Inferential statistics were conducted to analyze the data. An analysis of covariance (ANCOVA) and T-TEST was carried out to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students using the Webquest instruction performed significantly better in achievement and motivation than students using the conventional instruction. Independent cognitive style students performed significantly better in achievement and motivation than dependent cognitive style students. Webquest instruction was found to help students with dependent cognitive style in achievement and motivation. Keywords: webquest, cognitive style, achievement, motivation

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Section: Cognitive Stylesmentioning

confidence: 99%

Effects of webquest on the achievement and motivation of Jordanian University students of (independent & dependent) cognitive style

Aldalalah

Eyadat

Ababneh

2015

WJET

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“…In many studies, thinking models are closely related to the curiosity of new information and experiences [5], including creative thinking and problem solving [6][7]. Thinking patterns are also related to academic processes and performance [8][9][10][11], namely how students respond to any information on existing learning resources. Learning is not just meant as an effort to get academic value as measured by the GPA, but rather as an effort to build a civilization that educates the nation's life as the spirit of Law No.…”

Section: Introductionmentioning

confidence: 99%

Cognitive Bias in a Disruptive Era: How Thinking Patterns Affects Academic Performance and Health

Maksum¹,

Khory²

2020

Proceedings of the 1st South Borneo International Conference on Sport Science and Education (SBICSSE 2019)

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In a disruptive era marked by rapid changes and an abundance of information, the occurrence of cognitive biases becomes difficult to avoid. Individuals are more confident in something perceived than the facts and actual data. Emotions are stronger than reason. In a neuropsychological perspective, people tend to use the limbic system rather than the neocortex in thinking and responding to things. As a result, opportunities for mistakes in making decisions more often occur. In the long run, such conditions will distort the academic climate that promotes rationality and critical thinking. The results of a study of 1000 students of Universitas Negeri Surabaya (Unesa) in seven faculties and postgraduate programs showed that cognitive bias occurred in 81% of respondents. Deprivation is deeper in social science students than exact science students. Other relevant research also shows that students who use intuitive thinking patterns have lower academic performance compared to students who use reflective thinking patterns. Intuitive thinking patterns also encourage students to cheat, and their eating patterns are very risky for health.

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Screening the Personal Need for the Structure and solving word problems with fractions

Švecová

Pavlovičová

2016

SpringerPlus

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This paper presents the results of a pilot study of the impact of Personal Need for Structure of the selected mathematical competence. We were interested whether there is a relationship between cognitive-personal variable (Personal Need for Structure) and the mathematical knowledge about fractions of freshmen. We realized the experiment with 113 students of the Constantine the Philosopher University in Nitra, Slovakia. We examined statistically significant dependencies between the cognitive-personality variable of the Personal Need for Structure and its subfactors F1 (the wish of the structure) and F2 (the reaction to the lack of the structure) and the success rate of solving tasks and word problems with fractions. We used statistical Cochrane Q test to detect dependencies between factors of the Personal Need for Structure scale and the Mathematical knowledge. We proved that the success rate of solving word problems with fractions is inversely proportional to the need for the structure. This means that the higher the overall score on the Personal Need for Structure scale and its subfactors is, the lower is the success rate of solving the word problems.

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Methodology of determining student’s cognitive styles and its application for teaching physics

Cited by 3 publications

References 9 publications

Effects of webquest on the achievement and motivation of Jordanian University students of (independent & dependent) cognitive style

Effects of webquest on the achievement and motivation of Jordanian University students of (independent & dependent) cognitive style

Cognitive Bias in a Disruptive Era: How Thinking Patterns Affects Academic Performance and Health

Screening the Personal Need for the Structure and solving word problems with fractions

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