| Abstrakt: |
The purpose of this study was to investigate the effect of teaching with a constructivist approach on students' cognitive styles. This research in terms of the main strategy; quantitatively and analytically; the quasi-experimental was a pretest-posttest design with a control group and a follow-up stage. There were also statistical populations, all girl students in the ninth grade (first year of high school) in District 9 of Tehran In the year 1399. The sampling method was purposive and 60 students randomly selected that were replaced in two experimental (30 students) and control (30 students) groups. Construction based on the constructivist approach (5E) (Bybee, 2006) was conducted in 10 sessions, each session lasting 60 minutes in the experimental science course. To measure cognitive styles was used for the cognitive styles test, the group test of latent shapes by Witkin, Oltman, P.K., Raskin, (1971). The collected data were analyzed by repeated measures test and paired comparison. The results showed that according to the effect size (0.72), education with a constructivist approach in the experimental science course is effective on students' cognitive styles. There was also a statistically significant difference between the mean pretest and posttest, the mean the pretest and follow-up (P<0.01). The mean of post-test and follow-up is statistically higher than the mean of pre-test in 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 stability of the results affected by the educational intervention over time. The findings of the present study highlight the necessity of paying attention to teaching with a constructivist approach and their positive effects in schools. [ABSTRACT FROM AUTHOR] |
