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Related Experiment Videos

Field-dependent-independent cognitive style in solving dynamics problems.

Li-Jun Wang1, Xin Wang, Ming-Zhang Ren

  • 1College of Mathematics, Physics and Informations Science, Zhejiang Normal University, China. frankwlj@163.com

Psychological Reports
|July 5, 2003
PubMed
Summary
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Cognitive style significantly impacts solving complex dynamics problems for 11th graders, particularly boys. Field-independent students may better visualize motion, aiding problem-solving.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Physics Education

Background:

  • Cognitive styles, such as field independence and field dependence, can influence learning and problem-solving abilities.
  • Understanding how cognitive style interacts with problem complexity in science education is crucial for effective pedagogy.

Purpose of the Study:

  • To investigate the relationship between cognitive style and performance on dynamics problems among senior middle school students.
  • To examine potential differences in this relationship based on problem complexity and student sex.

Main Methods:

  • Administered the Chinese Group Embedded Figures Test (GEFT) to assess cognitive style (field-independent vs. field-dependent).
  • Tested 251 Grade 11 students on a Dynamics Problems Test with varying difficulty levels.

Related Experiment Videos

  • Utilized a 2 (cognitive style) x 2 (sex) analysis of variance (ANOVA) and post hoc t-tests for data analysis.

    • Main Results:

    • Cognitive style had no significant effect on solving easier dynamics problems.
    • A significant effect of cognitive style was found for complex dynamics problems.
    • Post hoc tests revealed cognitive style was a significant factor for boys but not for girls.

    Conclusions:

    • Cognitive style plays a role in solving complex physics problems, especially for male students.
    • Field-independent students' ability to form clear mental maps of motion may explain their advantage in complex dynamics problems.