The effect of constructivist-based approach of teaching in sciences Course on students' cognitive styles

• Published in: مطالعات روانشناسی تربیتی Vol. 19; no. 45; pp. 86 - 69
• Main Authors: Monire Mohammadzadeh, Maryam Safarnavadeh, Ghodsi Ahghar
• Format: Journal Article
• Language: Persian
• Published: University of Sistan and Baluchestan 01.03.2022
• Subjects: cognitive styles; constructivist approach; latent bugs; teaching
• ISSN: 2228-6683; 2783-5235
• DOI: 10.22111/jeps.2022.6574

Introduction:The purpose of this study was to determine the effect of teaching the seventh grade experimental sciences course based on the constructivist approach on students' cognitive styles in 1399.  Methods:  The design of this research was quasi-experimental with pre-test-post-test with control group and follow-up stage, sample size according to Cochran's formula of 60 people, which was performed using purposive sampling method.Data collection was done with questionnaire of cognitive styles of group test of latent bugs (GEFT), Witkin, Oltman, Raskin,1971The training based on the constructivist approach was performed in 10 sessions, each session lasting 60 minutes, andFinding:The results indicate that according to the effect size (0.72), education with constructivist approach in sciences course is effective on students' cognitive styles.There is also a statistically significant difference between the mean of pretest and posttest, mean of pretest and follow-up (P <.01). So that the mean of post-test and follow-up is statistically higher than the mean of pre-test in the variable of cognitive styles.Also, there is no statistically significant difference between the mean scores of post-test and the mean scores of follow-up test, which shows the sustainability of the results affected by the educational intervention over time.descriptive and inferential statistics (repeated measures test and paired sample test) were used to analyze the data