• Journal of The Korean Association For Science Education
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• v.26 no.4
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• pp.502-509
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• 2006

The purpose of this study was to analyze physics problem solving processes according to students' cognitive style in the area of 'Force and Motion' at high school level. Students who have already learned t e area of 'Force and Motion' during the first semester of the 10th grade have taken physics test and cognitive style test to choose students who have basic knowledge of physics and reflective or impulsive style. Four students who got over 19 points in the cognitive style test were selected as reflective students, and another four students who got below 12 points were selected as impulsive students. After explaining the purpose and procedure of this study, think-aloud method was introduced to the students, and the students practiced it. After that, the students solved three quantitative and qualitative problems each. Then, the questionnaire on the belief system on physics and physics problem solving and prerequisite knowledge test were also administered. By recording the students' problem solving processes, protocol was made and analyzed. After solving the problems, the students expressed their confidence, intimacy, and preference on each problem by the five point Likert scale. Impulsive students tended to succeed in solving more problems, less intimate, and more spontaneous and positive in seeking alternative solution when confronted with unacquainted problems. On the other hand, reflective students used more time in executing the problems even without planning, and used more time in solving problems and verification. Whether making effective plan or not was important rather than how much time they used in the planning step. In addition, repeating steps were more likely shown to impulsive students; they tended to be attached to their first idea.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.19-30
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• 2006

The present study investigated the effects of children's cognitive styles on their interpersonal problem solving performances. It examined closely whether children's interpersonal problem solving performances differed depending on their individual cognitive styles such as field independence-field dependence and reflection-impulse cognitive styles. It also examined whether children's interpersonal problem solving performances differed depending on the subjects children interacted with. The subjects were 80 5-and 6-year-old children from three child care centers. Collected data were analyzed with SPSS Win 10.0 and processed statistically using average, standard deviation, and repeated measures design. Children's interpersonal problem solving performances showed differed according to the subjects they interacted with. Children showed better interpersonal problem solving performances with their peers than with adults like teachers or parents. There was a significant positive correlation between children's field independence-field dependence cognitive styles and interpersonal problem solving performances. That is, the more independent children were, the higher their interpersonal problem solving performances were. In addition, there was a partially negative correlation between children's reflection-impulse cognitive styles and interpersonal problem solving performances. The more impulsive children were, the lower the problem solving performances were.