Cognitive Scenario Writing and Concept-Using Skills According to Cognitive Styles

Autor/inn/en	Duman, Bilal; Celik, Ozkan
Titel	Cognitive Scenario Writing and Concept-Using Skills According to Cognitive Styles
Quelle	In: Hacettepe University Journal of Education, 42 (2012), S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-5340
Schlagwörter	Foreign Countries; Preservice Teacher Education; Comprehension; Cognitive Style; Distance Education; Writing Skills; Art Education; Thinking Skills; Preservice Teachers; Vignettes; Preschool Education; College Students; Cognitive Measurement; Teaching Methods; Correlation; Predictor Variables; Pretests Posttests; Turkey; Group Embedded Figures Test + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Verstehen; Verständnis; Cognitive styles; Kognitiver Stil; Distance study; Distance learning; Fernunterricht; Writing skill; Schreibfertigkeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Denkfähigkeit; Pre-school education; Vorschulerziehung; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Prädiktor; Türkei
Abstract	The purpose of this study is to investigate the effects of scenario-based learning on scenario writing and comprehension skills of the pre-service teachers having different cognitive styles. The study was designed according to single group pretest-posttest experimental model. The study group consists of 52 students from the departments of pre-school teacher education and painting and arts teaching of the education faculty in Mugla University in 2008-2009 academic year. Two types of data collection tools were used in the present study. In order to determine the cognitive styles of the students (field-dependent/field-independent) The Group Embedded Figures Test (GEFT) was used and cognitive scenario texts about distance education were used to evaluate the cognitive scenario writing skills of the students. The findings of the study revealed that there is a significant difference between cognitive scenario generation skills and concept usage levels favoring the students having field-independent style. (Contains 8 tables and 2 figures.) (As Provided).
Anmerkungen	Hacettepe University. Faculty of Education, Beytepe, Ankara 06800, Turkey. Tel: +90-312-2978583; Fax: +90-312-2992083; e-mail: efdergi@hacettepe.edu.tr; Web site: http://www.efdergi.hacettepe.edu.tr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10