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Research in Science & Technological Education Volume 25, 2007 - Issue 2
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Original Articles

The effects of students' cognitive styles on conceptual understandings and problem‐solving skills in introductory mechanics

Salih Ates Izzet Baysal University, TurkeyCorrespondence[email protected]
&
Erdat Cataloglu Izzet Baysal University, Turkey
Pages 167-178 | Published online: 26 Apr 2007

Citations (15)

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Read on this site (2)

Fatih Aydin. (2015) The relationship between pre-service science teachers’ cognitive styles and their cognitive structures about technology. Research in Science & Technological Education 33:1, pages 88-110.
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Aneta Hayes, Caroline Holden-Rachiotis, Brendan Kavanagh & Sameer Otoom. (2011) Bridging the gap: on easing the transition from Arab secondary to Western third level learning. Evaluation & Research in Education 24:2, pages 105-120.
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Articles from other publishers (13)

Fatma Coştu. (2023) GIFTED STUDENTS’ PERFORMANCE ON ALGORITHMIC, CONCEPTUAL, AND GRAPHICAL QUESTIONS. Journal of Baltic Science Education 22:4, pages 600-614.
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S D E Aryungga, D N Agnafia & F H Fanani. (2021) Profile of Junior High School Students’ Scientific Thinking Ability. Journal of Physics: Conference Series 1899:1, pages 012132.
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R Rahmawati, N Y Rustaman, I Hamidah & D Rusdiana. (2019) The profile of cognitive style, logical thinking ability, and conceptual knowledge of electricity and magnetism topic based on prospective physics teachers’ grade level. Journal of Physics: Conference Series 1157, pages 032036.
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Rachel V Vitali, Noel C Perkins & Cynthia J Finelli. (2018) Comparing Student Performance on Low-Stakes and High-Stakes Evaluations of Conceptual Understanding. Comparing Student Performance on Low-Stakes and High-Stakes Evaluations of Conceptual Understanding.
Elif Atabek-Yigit. (2018) Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics. Chemistry Education Research and Practice 19:3, pages 746-754.
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Tuğbanur Dinçer & Özgür Özcan. Examination of pre-service physics teachers’ cognitive structures of electric field. Examination of pre-service physics teachers’ cognitive structures of electric field.
Richard N. Van Eck, Hongxia Fu & Paul V. J. Drechsel. (2015) Can simulator immersion change cognitive style? Results from a cross-sectional study of field-dependence–independence in air traffic control students. Journal of Computing in Higher Education 27:3, pages 196-214.
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Erdat Cataloglu & Salih Ates. (2013) THE EFFECTS OF COGNITIVE STYLES ON NAÏVE IMPETUS THEORY APPLICATION DEGREES OF PRE-SERVICE SCIENCE TEACHERS. International Journal of Science and Mathematics Education 12:4, pages 699-719.
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Martijn Koops & Martijn Hoevenaar. (2012) Conceptual Change During a Serious Game. Simulation & Gaming 44:4, pages 544-561.
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Robert Z. Zheng, Candice M. Daniel, Robert D. Hill, Marilyn Luptak, Bret L. Hicken, Marren Grant & Randall Rupper. (2013) The Effects of High and Low Technologies on Emotional Support for Caregivers. International Journal of Cyber Behavior, Psychology and Learning 3:3, pages 34-45.
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Robert Zheng. (2010) Effects of Situated Learning on Students' Knowledge Acquisition: An Individual Differences Perspective. Journal of Educational Computing Research 43:4, pages 467-487.
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Robert Z. Zheng, Jill A. Flygare & Laura B. Dahl. (2009) Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments. Journal of Educational Computing Research 41:2, pages 195-226.
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S Ates & E Cataloglu. (2007) The effects of students' reasoning abilities on conceptual understandings and problem-solving skills in introductory mechanics. European Journal of Physics 28:6, pages 1161-1171.
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