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The Consistency of High school Students Responses Concepts of 'Atmospheric and Water Cycle' according to Task Contexts  

Jeong, Jin-woo (Department of Earth Science Education, Korea National University of Education)
Jang, Myoung-Duk (Department of Science Education, Gongju National University of Education)
Nam, Youn-kyeong (Department of Earth Science Education, Korea National University of Education)
Publication Information
Journal of the Korean earth science society / v.25, no.8, 2004 , pp. 656-662 More about this Journal
Abstract
The purposes of this study was to analyze the knowledge sources and of high school students' responses on tasks in scientific context and tasks in everyday context, and was to investigate the relationship between the consistency of responses and cognitive style. One hundred fifteen students participated in study. The students were asked to solve ten paris of problems about several concepts of circulation of atmosphere and water. Each pair of the problems consisted of two questions which were about the same concept but were about different context. That is to say, one questions related to scientific context and the other related to everyday context. Every questions included one subquestion in other to investigate the students' sources of knowledge. The students' responses on two questions in each problem were analyzed in order to compare the sources of knowledge and examine the influence of task context. The results of the study can be summarized as follows: First, students' knowledge sources varied by task contexts. That is to say, the students selected 'Science activities in school' as main source in questions related scientific context and chose 'Experience in daily life' as main source in questions related to everyday context. Second, inconsistency score on all paris of problem was significantly higher than consistency score (p<.01). This result indicated students' responses were much dependent on context. third, field-dependent students were more dependent on context, considering higher inconsistency score than field-dependent ones.
Keywords
task context; source of knowledge; consistency of responses; cognitive style;
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