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An Effect of Academic Retention Concerned with High School Students' Cognitive Styles and Teaching Methods in 'The Weather and Climate' Unit  

Ryu, Sang-Ock (Faculty of Earth Systems and Environmental Sciences, Chonnam National University)
Publication Information
Journal of the Korean earth science society / v.25, no.4, 2004 , pp. 242-250 More about this Journal
Abstract
The purpose of this study is to examine the interactive effects of teaching methods (expository and discovery) and learner's cognitive styles on the retention of learned content in Earth Science three weeks after an instruction is given. The subjects of this study were 1st graders of a boys' high school (n = 185) and co-educational high school (n = 189) in Gwangiu Metropolitan City of Korea. 92 students of the boys' high school and 95 students of the co-ed high school were assigned to the expository teaching group, and the rest of the boys' high school students and the co-ed high school students were to the discovery teaching group. The students were classified into field-independent learners, medium learners, and field-dependent learners based on their cognitive styles. The results of the study can be summarized as follows: First, the discovery teaching was more effective than expository teaching in terms of comprehension and application related to post-instruction retention of learned content. But there was no noticeable difference in knowledge domain. Second, the field-independent cognitive style was more effective than its counterpart, the field dependent cognitive style. Third, in the post-instruction retention test, not so much relevance was found between teaching methods and learner's cognitive style.
Keywords
expository instruction; discovery instruction; cognitive style; academic retention;
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Times Cited By KSCI : 2  (Citation Analysis)
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