The Role of Field Dependent/Independent Styles in Learning and Teaching

2020 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Cognitive Style ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Teaching Style ◽  
Cognitive Styles ◽  
Cognitive Strategies ◽  
Early Childhood Classroom ◽  
Intellectual Style ◽  
Field Dependent ◽  
Intellectual Styles

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

Investigating the Effects of Individual Cognitive Styles on Collaborative Gameplay

2021 ◽  
Vol 28 (4) ◽  
pp. 1-49
Author(s):  
Sultan A. Alharthi ◽  
George E. Raptis ◽  
Christina Katsini ◽  
Igor Dolgov ◽  
Lennart E. Nacke ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Individual Differences ◽  
Cognitive Style ◽  
Team Performance ◽  
Team Member ◽  
User Study ◽  
Cognitive Styles ◽  
Mental Load ◽  
Field Dependent ◽  
Player Experience

In multiplayer collaborative games, players need to coordinate their actions and synchronize their efforts effectively to succeed as a team; thus, individual differences can impact teamwork and gameplay. This article investigates the effects of cognitive styles on teams engaged in collaborative gaming activities. Fifty-four individuals took part in a mixed-methods user study; they were classified as field-dependent (FD) or independent (FI) based on a field-dependent–independent (FD-I) cognitive-style-elicitation instrument. Three groups of teams were formed, based on the cognitive style of each team member: FD-FD, FD-FI, and FI-FI. We examined collaborative gameplay in terms of team performance, cognitive load, communication, and player experience. The analysis revealed that FD-I cognitive style affected the performance and mental load of teams. We expect the findings to provide useful insights on understanding how cognitive styles influence collaborative gameplay.

scholarly journals The effect of problem based learning by cognitive style on critical thinking skills and student retention

2020 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Syamsul Arifin ◽  
Punadji Setyosari ◽  
Cholis Sa’dijah ◽  
Dedi Kuswandi
Keyword(s):  
Critical Thinking ◽  
Student Retention ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Field Independent ◽  
Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

scholarly journals SOCIOMETRIC CHARACTERISTICS OF THE EFFECTIVENESS OF TEAM INTERACTION OF INDIVIDUALS WITH DIFFERENT EXPRESSION OF A FIELD-DEPENDENT COGNITIVE STYLE

2020 ◽  
Vol 13 (3) ◽  
pp. 71-79
Author(s):  
Irina Ivanovna Shoshina ◽  
Elena Evgenievna Chauzova
Keyword(s):  
Cognitive Style ◽  
Interpersonal Communication ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Polar Field ◽  
Interpersonal Interaction ◽  
Field Independence ◽  
Intellectual Activity ◽  
Team Interaction ◽  
Field Dependent

Background: The effectiveness of team interaction is often assessed through sociometric indicators, namely sociometric status and emotional reciprocity. At the same time, interpersonal interaction is a cognitive process, since it includes such mental processes as perception, categorization, thinking, speech, etc., which serve for information processing. These individual differences in the way information is processed underlie the concept of cognitive styles. Therefore, cognitive styles can hypothetically be considered as characteristics of interpersonal interaction and a predictor of its effectiveness. Aim: The paper aims to determine the sociometric characteristics of the effectiveness of team interaction of persons with different degree of the field-dependent cognitive style. Materials and methods. To assess field-dependence/field-independence, the Gottschaldt Embedded Figures method was used. The effectiveness of team interaction was assessed using the Moreno small group study method. Statistical analysis was performed with the Mann-Whitney test using IBM SPSS Statistics 23. Results. It was found that persons with a mobile field-dependent cognitive style had a significantly higher hierarchical position and a stable position in the system of nterpersonal relations compared with persons with a polar field-dependent cognitive style. Evidence was obtained on the splitting of field dependence into polar field-dependent and mobile field-dependent styles. Conclusion. Field-dependence/field-independence can be considered as one of the basic inner qualities of a person's intellectual activity, which influences his/her behavior and interpersonal communication.

scholarly journals Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles

2021 ◽  
Vol 8 (1) ◽  
pp. 75-89
Author(s):  
Muthmainnah Muthmainnah ◽  
Marwan Ramli ◽  
M Ikhsan
Keyword(s):  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Real Life ◽  
Metaphorical Thinking ◽  
Algebraic Problem ◽  
Field Independent ◽  
Field Dependent ◽  
Looking Back ◽  
Banda Aceh

One of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem.

scholarly journals PENGARUH PAKET PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN (Studi Eksperimen pada Jurusan Kimia, FMIPA Universitas Negeri Jakarta)

2017 ◽  
Vol 13 (1) ◽  
pp. 55-68
Author(s):  
Agung Purwanto
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Learning Environment ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Environmental Problems ◽  
Integrated Learning ◽  
Problem Solving Skills ◽  
Field Independent ◽  
Field Dependent

The objective of the research was aimed at finding out whether there is effect of the environmental education learning package and cognitive style on environmental problem solving skills. This research conducted was exsperiment methode. The target of population is the students at the Mathematics and Natural Sciences at the State University of Jakarta. Then accessible of population is Department of Chemistry and take it by randomly (n=40).The research came five conclusions are follow: the first, as a whole the ability of students problem-solving learning environment in an integrated package of environmental education is high than the monolithic environmental education learning package; the second, the ability of students problem-solving learning environment in field independent style cognitive is not high than the field dependent style cognitive; the third, interaction effect between learning and cognitive styles environmental education package; the fourth, the ability of students to solve environmental problems based on cognitive style of field dependent on an integrated learning package environmental education lower than on learning environmental education monolithic package, and the five, there is the ability of students to solve environmental problems based on field independent cognitive styles in an integrated learning package environmental education is high than on learning environmental education monolithic package.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MATEMATIKA ANAK THE INFLUENCE OF THE INSTRUCTIONAL STRATEGY AND COGNITIVE STYLE FOR STUDENT’S MATHEMATICS ABILITY

2019 ◽  
Vol 17 (3) ◽  
pp. 043
Author(s):  
Syamsul Hadi
Keyword(s):  
Cognitive Style ◽  
Learning Strategies ◽  
Learning Style ◽  
Instructional Strategy ◽  
Contextual Learning ◽  
Mathematical Ability ◽  
Dependent Data ◽  
Mathematics Ability ◽  
Field Independent ◽  
Field Dependent

// Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran dan gaya kognitif terhadap kemampuan matematika anak. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan rancangan faktorial 2 x 2. Sample yang digunakan dalam penelitian ini adalah sebanyak 44 orang anak, terdiri dari 24 anak yang memiliki gaya kognitif field independent dan 24 anak yang memiliki gaya kognitif field dependent. Data penelitian tentang kemampuan matematika, dianalisis dengan analisis varians (ANAVA) dua jalan pada taraf signifikansi   = 0,05 dan dilanjutkan dengan uji Tukey pada taraf signifikan   = 0,05. Hasil analisis menyimpulkan: pertama, terdapat perbedaan kemampuan matematika antara anak yang mengikuti pembelajaran dengan strategi pembelajaran kontekstual dan strategi pembelajaran konvensional (Fhitung = 2,96 > Ftabel = 2,86). Kedua, kemampuan matematika antara anak yang memiliki gaya kognitif field independent lebih tinggi dengan anak yang memiliki gaya kognitif field dependent (Fhitung sebesar 5,763 lebih besar dari Ftabel = 4,06). Ketiga, anak yang memiliki gaya kognitif field independent yang mengikuti pembelajaran dengan strategi kontekstual memiliki kemampuan matematika lebih tinggi daripada anak yang memiliki gaya kognitif field dependent (Fhitung = 9,70 > Ftabel = 2,86). Keempat, anak yang memiliki gaya kognitif field dependent yang mengikuti pembelajaran dengan strategi pembelajaran konvensional lebih tinggi daripada anak yang mengikuti pembelajaran strategi konvensional (Fhitung = 4,37 > Ftabel = 2,86). Kelima, terdapat pengaruh interaksi antara strategi pembelajaran dan gaya kognitif terhadap kemampuan matematika anak (Fhitung = 30,19 > Ftabel = 4,08). This study aims to determine the effect of learning strategies and cognitive styles on children’s mathematical ability. This research using experimental method of a factorial design of 2x2 it employed 44 student as samples. They were segregated into four groups, each had 12 members. The research data were analyzed by using ANAVA techniques and further by Tukey test to understand the comparison between the experimented parties as the level significance  = 0,05. As to the measurement of the analysis conditions, it was done through the measurement of normality and homogenety. The research was concluded that: first, there was difference in ability of mathematics of students who use contextual learning and using convensional learning (Fhitung = 2,96 > Ftabel = 2,86). second, the mathematical ability of children who have field independent cognitive style higher than children who have a field-dependent cognitive style (F value of 5.763 is greater than the F table (0.05) (1.44) = 4.06). third,  the mathematical ability of student with field independent using kontextual learning was higher than using konvensional leraning (Fhitung = 9,70 > Ftabel = 2,86). fifth, the ability of mathematics of student with field dependent who using konvensional learning was higher than using kontextual leraning (Fhitung = 4,37 > Ftabel = 2,86). And fourt, there was interaction between the use of intructional strategy and learning style differences for ability of mathematics of student (Fhitung = 30,19 > Ftabel = 4,08).//

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MATEMATIKA ANAK THE INFLUENCE OF THE INSTRUCTIONAL STRATEGY AND COGNITIVE STYLE FOR STUDENT’S MATHEMATICS ABILITY

2019 ◽  
Vol 17 (3) ◽  
pp. 043
Author(s):  
Syamsul Hadi
Keyword(s):  
Cognitive Style ◽  
Learning Strategies ◽  
Learning Style ◽  
Instructional Strategy ◽  
Contextual Learning ◽  
Mathematical Ability ◽  
Dependent Data ◽  
Mathematics Ability ◽  
Field Independent ◽  
Field Dependent

Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran dan gaya kognitif terhadap kemampuan matematika anak. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan rancangan faktorial 2 x 2. Sample yang digunakan dalam penelitian ini adalah sebanyak 44 orang anak, terdiri dari 24 anak yang memiliki gaya kognitif field independent dan 24 anak yang memiliki gaya kognitif field dependent. Data penelitian tentang kemampuan matematika, dianalisis dengan analisis varians (ANAVA) dua jalan pada taraf signifikansi = 0,05 dan dilanjutkan dengan uji Tukey pada taraf signifikan = 0,05. Hasil analisis menyimpulkan: pertama, terdapat perbedaan kemampuan matematika antara anak yang mengikuti pembelajaran dengan strategi pembelajaran kontekstual dan strategi pembelajaran konvensional (Fhitung = 2,96 > Ftabel = 2,86). Kedua, kemampuan matematika antara anak yang memiliki gaya kognitif field independent lebih tinggi dengan anak yang memiliki gaya kognitif field dependent (Fhitung sebesar 5,763 lebih besar dari Ftabel = 4,06). Ketiga, anak yang memiliki gaya kognitif field independent yang mengikuti pembelajaran dengan strategi kontekstual memiliki kemampuan matematika lebih tinggi daripada anak yang memiliki gaya kognitif field dependent (Fhitung = 9,70 > Ftabel = 2,86). Keempat, anak yang memiliki gaya kognitif field dependent yang mengikuti pembelajaran dengan strategi pembelajaran konvensional lebih tinggi daripada anak yang mengikuti pembelajaran strategi konvensional (Fhitung = 4,37 > Ftabel = 2,86). Kelima, terdapat pengaruh interaksi antara strategi pembelajaran dan gaya kognitif terhadap kemampuan matematika anak (Fhitung = 30,19 > Ftabel = 4,08).This study aims to determine the effect of learning strategies and cognitive styles on children’s mathematical ability. This research using experimental method of a factorial design of 2x2 it employed 44 student as samples. They were segregated into four groups, each had 12 members. The research data were analyzed by using ANAVA techniques and further by Tukey test to understand the comparison between the experimented parties as the level significance  = 0,05. As to the measurement of the analysis conditions, it was done through the measurement of normality and homogenety. The research was concluded that: first, there was difference in ability of mathematics of students who use contextual learning and using convensional learning (Fhitung = 2,96 > Ftabel = 2,86). second, the mathematical ability of children who have field independent cognitive style higher than children who have a field-dependent cognitive style (F value of 5.763 is greater than the F table (0.05) (1.44) = 4.06). third, the mathematical ability of student with field independent using kontextual learning was higher than using konvensional leraning (Fhitung = 9,70 > Ftabel = 2,86). fifth, the ability of mathematics of student with field dependent who using konvensional learning was higher than using kontextual leraning (Fhitung = 4,37 > Ftabel = 2,86). And fourt, there was interaction between the use of intructional strategy and learning style differences for ability of mathematics of student (Fhitung = 30,19 > Ftabel = 4,08).

scholarly journals Analysis of Mathematics Literation Capability in Cube and Beam Materials on Mts Students Reviewed from Dependent and Independent Field Kognitiffield Style

2019 ◽  
Author(s):  
YL Sukestiyarno and Mellawaty .
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Class Viii ◽  
The Right

This research is a descriptive qualitative research which aims to describe the mathematical literacy skills of the material of cubes and beams of class VIII A students at MTsN 2 Indramayu that it be seen in terms of cognitive styles of dependent fields and independent fields. Data will be whereas to describe the ability of mathematical literacy using observation; interview test; documentation. Data from this study were analyzed using Miles and Huberman (2007) data analysis which consisted of data reduction,datapresentation,andconclusiondrawing.Theresultsofthisstudyindicate that students in the Field Dependent cognitive style use the concept and the steps of the test work are still not appropriate. While students in Field Independent cognitive style use the right concepts and work steps. The advice given is that the teacher should provide balanced proportions in giving individual and group assignments to students (more conical).

Effect of Cognitive Style on Strategies for Comprehension of Prose

1983 ◽  
Vol 56 (3) ◽  
pp. 859-863 ◽  
Author(s):  
Dayo Adejumo
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Control Group ◽  
Embedded Figures Test ◽  
Introductory Course ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Better Than

The effect of cognitive style on the performance of four groups who used different strategies of study to comprehend prose was investigated. Performance on Group Embedded Figures Test was used to classify subjects into groups by cognitive style. 201 field-dependent and 125 field-independent subjects enrolled in an introductory course in psychology were subjects. Field-independent subjects performed significantly better overall. In particular, field-independent subjects in the control group and the groups given factual and inferential questions as study aids performed better than the field-dependent subjects on the inferential items at posttest. On the factual items at posttest, field-independent subjects performed significantly better only in the group who were given inferential questions as an adjunct. The cognitive styles of the subjects interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.

scholarly journals A vector of University-teachers’ professional development: study on cognitive styles of their pedagogical activity

2020 ◽  
Author(s):  
А.С. Кац
Keyword(s):  
Professional Development ◽  
Cognitive Style ◽  
Cognitive Abilities ◽  
Cognitive Styles ◽  
Educational Process ◽  
Professional Activity ◽  
University Teachers ◽  
Teacher Student ◽  
Teachers Professional Development ◽  
Individual Style

рансформация образовательных процессов и роли педагога в эпоху цифровизации актуализирует поиск путей профессионального развития преподавателей высшей школы. Важным становится не только введение цифровых технологий, необходимость адаптации способов педагогического взаимодействия «педагог – студент – образовательная среда» при освоении новых знаний и формировании компетенций. В этом контексте исследование когнитивных стилей педагогов приводит к осознанному пониманию степени сформированности индивидуального стиля профессиональной деятельности и его образовательных возможностей в учебном процессе. Цель статьи заключается в исследовании особенностей и классификации когнитивных стилей педагогов как элемента дидактического процесса высшей школы. Автором сформулировано, что влияние когнитивного стиля педагога обусловливает наличие особенностей профессиональной деятельности, которые должны быть учтены в процессе формирования дидактических механизмов профессиональной деятельности педагога. Раскрыта сущность феномена «когнитивный стиль педагога» (во взаимосвязи с профессиональным развитием), заключающаяся в сформированности индивидуального стиля профессиональной деятельности, связанного с определенными личностно-профессиональными характеристиками, детерминирующего характер, направленность профессиональной деятельности и специфику дидактической организации занятий и обусловливающего особенности его профессионального развития. Установлено, что систематическая работа по исследованию когнитивных стилей педагогов – это поэтапный процесс, результатом которого является достижение педагогического мастерства средствами критического переосмысления методик обучения и инновационных технологий обучения, релевантных ведущему когнитивному стилю педагога. Доказано, что систематически-организованная работа по исследованию когнитивных стилей педагога ориентирована на раскрытие его когнитивных возможностей, что предполагает большую вероятность успешности его профессионального развития в контексте поэтапного достижения педагогического мастерства. Статья предназначена для ученых-исследователей и педагогов-практиков The transformation of educational processes and teacher’s role in the era of digitalization actualize search for the new ways of University-teachers’ professional development. Not only the implementation of digital technologies, but the need to adopt the ways of pedagogical interaction in the system “teacher-student- educational environment” while acquiring new knowledge and formation of competences becomes essential. In this context, the study of teachers’ cognitive styles leads to conscious understanding the degree of formadeness of an individual style of professional activity and its capacities in the educational process. The purpose of the article is in study of the features and classification of teachers’ cognitive styles as an element of didactical process in the University. The author formulated that the influence of teacher’s cognitive style defines specific features of his (her) professional activity, which should be taken into consideration in the process of formation didactical mechanisms of teacher’s professional activity. The essence of phenomenon “teacher’s cognitive style” (in accordance with professional development), which is in formadeness of professional activity’s individual style, connected with definite personal and professional characteristics, which determine the character and orientation of the professional activity, specifics of the didactic organizations of the studies, and define features of teacher’s professional development, is revealed. It is introduced, that a systematic work on study of teachers’ cognitive styles is a step-by-step process, resulting in achievement of pedagogical mastery via critical reconsideration of methodic of teaching and innovative technologies of teaching, relevant to teacher’s leading cognitive style. It is proved, that systematically-organized work on study teachers’ cognitive styles is aimed at revealing teachers’ cognitive abilities and presupposes more assurance in his (her) successful professional development in the context of step-by-step achievement of teachers’ pedagogical mastery. The article is intended for researchers, and practicing teachers.

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