Portions of this paper were presented at the annual meeting of the American Educational Research Association, Chicago, Illinois, 1972.
Cognitive style and inquiry strategy: A five-year study†
Article first published online: 18 AUG 2006
Copyright © 1973 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 10, Issue 4, pages 323–330, December 1973
How to Cite
Scott, N. C. (1973), Cognitive style and inquiry strategy: A five-year study. J. Res. Sci. Teach., 10: 323–330. doi: 10.1002/tea.3660100406
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
The purpose was to determine the longitudinal effects of the inquiry strategy method on the pupil's styles of categorization. Two groups of inquiry students (experimentals) and noninquiry pupils (comparisons) were administered the Sigel Cognitive Style Test (SCST). The longitudinal groups of experimentals and comparisons had the SCST in 1966 (seventh grade) and in 1971 (high school seniors). The cross-sectional groups had the SCST in 1970 (high school seniors). Chi-square indicated that both inquiry groups were significantly more analytical in styles of categorization than were the comparison groups. Implications for analytical style are discussed.