The Differential Contribution of Field-dependent and Field-independent Cognitive Styles to Sociocognitive Transaction in Promoting Scientific Reasoning

Abstract

This study exam ines the in uence of two types of con ict-arousing intervention on reasoning about speed among subjects with different cognitive styles. It focuses on the types of argumentatio ns provided in sociocognitive transaction by eld-dependent and eld-independent subjects and on the role of such argumentatio ns in cognitive change. A total of 360 6th, 8th, and 10th graders participated in four stages: individual pre-test; interventioninterpersonal con ict (created by sociocognitive transaction) or intrapersonal con ict (created by multiple-choice testing); immediate post-test; and delayed post-test. In each stage subjects dealt with speed problems involving both linear and rotational motions. Sociocognitive transaction was found to be ef cacious in improving the understanding of the speed concept, especially for eld-dependent subjects. Analyses of the cognitive and social aspects of the transaction discourse revealed that although eld-independent subjects made a greater cognitive contribution, eld-dependent subjects' contribution was closer to co-subjectivi ty. The results suggest that sociocognitive transaction is an appropriate learning environment in the subject of physics for elddependent as well as eld-independent subjects.