AN INVESTIGATION INTO THE EFFECT OF ANALOGY TEXT ON CONCEPTUAL ORGANIZATION, RECALL AND ATTITUDES (COGNITIVE STYLE)
Abstract
Two hundred and one students enrolled in biology classes in four Indiana high schools were subjects in a study to determine the effects of an analogy-rich text and questioning format on achievement level, attitude and cognitive organization. The effects of field-independent/field-dependent cognitive style were also studied. Two study units were constructed using chapters from a well-known biology text as prototypes. Each unit was written in both an analogical and a literal format and treatments were randomly assigned to classes within schools. No differences were found between treatment groups on multiple choice or essay achievement measures or on attitude survey scores. Students in the analogy groups used analogies more frequently in essay responses than did students in the literal groups, but did not appear to use the analogies as conceptual organizers. No interaction was found between treatment and field-dependent/field-independent cognitive style as measured by the Group Embedded Figures Test, but GEFT scores were found to be positively related to achievement, and a difference in scores attributable to gender was also observed. Differences in cognitive style did not appear to affect attitudes toward the units.
Degree
Ph.D.
Subject Area
Science education
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