• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.441-447
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• 1999

The purpose of this study was to explore the relationship among science process skills. mental capacity and cognitive styles of elementary students. For the study 264 fifth-grade students were sampled. The Test of Science Process Skills(TSPS) was used as a measure of science process skills. Figural Intersection Test(FIT) was used as a measure of mental capacity. Group Embedded Figure Test(GEFT) was also used as a measure of cognitive styles. The results of this study showed that the science processskills increases progressively as the mental capacity increases. The field independent students showed significantly higher(p<.05) science process skills than the field dependent ones. There was no significant interaction between mental capacity and cognitive styles on science process skills. The findings indicated that there may be evidence to argue that mental capacity and cognitive styles play a important role in development of science process skills. The present study provided a possibility of Neo-Piagetian approach in science education research, and also showed an importance of cognitive development in the performance of science inquiry task.

• Journal of Digital Convergence
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• v.13 no.11
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• pp.205-216
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• 2015

The purpose was to compare the ethical knowledge, values and class satisfaction by students' cognitive style to develop the convergent nursing ethic class considering cognitive style. Questionnaires were collected from 149 freshmen after 12 hours classes for four weeks from October 1st to 30th 2013. Group Embedded Figure Test was used as a cognitive style measurement tool. 62.4% of them were field-dependent. There was a significant difference in cognitive style and ethical knowledge according to high school division. The ethical value was different significantly according to the nursing science satisfaction. Class satisfaction was different significantly according to reason for applying to nursing and nursing science satisfaction. There were no significant differences in ethical knowledge and values by cognitive style. Class satisfaction was higher in field-dependent students. This conclusion will give baseline data to develop nursing education program based on cognitive style.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.9-18
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• 2010

The purpose of this study is to determine the differences in menu-layout preference for learners based on their demographics. The experiment was conducted in this manner: three class second grade and three class sixth grade elementary school students were separated by sex, grade, age and cognitive style such as field-dependent and field-independent. They were asked to choose which menu layouts they preferred or did not prefer out of 6 different types. The results of the research are as follows: First, there were no differences in sex, grade and cognitive style for preferences in the menu layout but there were meaningful differences with regard to age. Second grade students preferred map-type layout, but sixth grade students preferred the type having a main menu across the top with a sub menu in roll over. Second, there was a difference with regard to age as to what they do not prefer. Overall, the results of this study suggest that the menu layout for a learning web site on the internet needs to be different according to their age.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.125-147
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• 2013

This study analyzed the effect of the cognitive style of field dependence/independence to the information-seeking behaviors of 250 undergraduate students. The cognitive style of field dependence/ independence was examined by Group Embedded Figure Test (GEFT), information-seeking behaviors were examined by information-seeking performances, and survey for information-seeking behaviors. As a result of the analysis, the cognitive style of field dependence/independence affected items of information-seeking performances except one item among items set in this study. The cognitive style, the cognitive characteristics acting in the process of cognitive activity affected the actual activities of information-seeking behaviors. The cognitive style of field dependence/independence affected the seeking process except the results of seeking and general information-seeking behaviors in the areas of information-seeking behaviors. Therefore, the study of cognitive style can be effective in the seeking process areas of information-seeking behaviors.