The Investigation of Spatial Skills of Prospective Teachers with Different Cognitive Styles
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Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bilişsel stillere sahip bireylerin bilgi işleme becerileri ve eğilimleri arasındaki farklılıklar bireysel farklılıklardan doğmaktadır. Bu alanda yapılan araştırmalar hızla artsa da henüz çözüme kavuşturulmamış birçok soru bulunmaktadır. Bu çalışma da, farklı bilişsel stilleri sahip olan öğretmen adayların uzamsal becerileri incelenmiştir. Öğretmen adaylarının bilişsel stillerinin farklılıklarını incelemek için bilişsel test olarak Grup Saklı Şekiller Testi kullanılmıştır. Bu test ile birlikte öğretmen adayları alan bağımlı ve alan bağımsız olarak iki gruba ayrılmıştır. Öğretmen adaylarının uzamsal becerilerini incelemek için ise Uzamsal Görselleştirme Beceri Testi kullanılmıştır. Bilişsel stilleri farklı olan öğretmen adaylarının uzamsal becerileri arasında anlamlı farklılık bulunmuştur. Alan bağımsız bilişsel stile sahip öğretmen adaylarının alan bağımlılara göre uzamsal beceri testinde başarılı oldukları bulunmuştur. Uzamsal görselleştirme testi puanları cinsiyet değişkeni açısından incelendiğinde erkeklerin kızlara göre daha başarılı oldukları bulunmuştur.
The differences between information processing abilities and the tendencies of individuals with different cognitive styles stem from individual differences. Although the number of research studies conducted in this area has been rapidly rising, there are many questions that have not yet been answered. With this aim, the spatial abilities of prospective teachers with different cognitive styles were examined in this study. The Group Embedded Figures Test was used to examine the cognitive style differences of the prospective teachers; and with the help of this test, the prospective teachers were categorized into two groups: field dependent and field independent. The Spatial Visualization Ability Test was used to examine the spatial ability of the prospective teachers, and it was found that there is a statistical significance between the spatial abilities of the prospective teachers with different cognitive styles. Moreover, the prospective teachers with field independent cognitive styles are more successful than the prospective teachers with field dependent cognitive styles on the spatial ability test. When the scores of the spatial visualization test were examined in terms of gender, it was found that the males were more successful than the females.
The differences between information processing abilities and the tendencies of individuals with different cognitive styles stem from individual differences. Although the number of research studies conducted in this area has been rapidly rising, there are many questions that have not yet been answered. With this aim, the spatial abilities of prospective teachers with different cognitive styles were examined in this study. The Group Embedded Figures Test was used to examine the cognitive style differences of the prospective teachers; and with the help of this test, the prospective teachers were categorized into two groups: field dependent and field independent. The Spatial Visualization Ability Test was used to examine the spatial ability of the prospective teachers, and it was found that there is a statistical significance between the spatial abilities of the prospective teachers with different cognitive styles. Moreover, the prospective teachers with field independent cognitive styles are more successful than the prospective teachers with field dependent cognitive styles on the spatial ability test. When the scores of the spatial visualization test were examined in terms of gender, it was found that the males were more successful than the females.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları, Eğitim, Özel
Kaynak
Bartın Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
3
Sayı
1
