The relationships between field dependent/independent cognitive styles and information & communication technologies based programs in gifted education

Authors

  • Hakan Üstünel
  • Erdem Uçar Trakya University
  • Turhan Civelek Kırklareli University
  • İlhan Umut Trakya University

Keywords:

FD/FI cognitive styles, gifted education, human computer interaction, special education

Abstract

The research aims to investigate gifted students’ FD/FI cognitive styles and factors affecting them like preferring to take Information & Communication Technologies-based courses at gifted children’s school. The study was carried out on two groups.  First group consisted of 52 students identified as gifted who are attending 6th and 7th grades at the Istanbul Science &Art Center in Istanbul, Turkey,  the second group consisted of 38 students who are not identified as gifted and totally the study consists of 90 students. In order to collect data pertaining to this research, Group Embedded Figures Test (GEFT) was used to measure Field Dependence/Field Independence, (FD/FI).  According to the findings of the research, it has been observed that there is a significant difference between favored gifted students’ cognitive style scores and other students’ who are not identified as gifted. There is also a significant difference between in favor of Information& Communication Technologies (ICT) based course taking gifted students’ cognitive style scores and other gifted students who are not taking ICT-based courses in Science and Art Center. In contrast to these, there is not a significant differences were found on cognitive styles in terms of gender and grade variants in both groups.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Hakan Üstünel

Hakan Üstünel has a PhD from Trakya University department of computer engineering. He is a member of the Istanbul Science and Art Center in Turkey. His research interests include haptics, virtual environments, human computer interaction interfaces, and gifted education modeling

Erdem Uçar, Trakya University

Erdem Uçar  received pH.D.degree in computer engineering from Trakya University. His research interests include medical informatics and Management Information Systems. He is a member of the faculty in computer engineering at Trakya University 

Turhan Civelek, Kırklareli University

Turhan Civelek  received a PhD in computer engineering from Trakya University

His research interests include simulation, virtual reality, robotics, haptic device and haptic feedback through brain machine interfaces. He is a member of the faculty in software engineering at Kırklareli University 

İlhan Umut, Trakya University

Ilhan Umut  received pH.D.degree in computer engineering from Trakya University, Edirne, Turkey, in 2008 and 2011, respectively.  He is currently Assistant Professor in the Engineering Faculty, Trakya University.His research interests include biosignal processing and machine learning.

References

Bahar, M. (2003). The Effect of Instructional Methods on the Performance of The Students Having Different Cognitive Styles.H.U. Journal of Education.24 : 26-32

Chan, K. W.,& Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831. DOI: 10.1016/j.tate.2004.09.002

Charoula, A. (2013). Examining the Effects of Field Dependence-Independence on Learners' Problem-Solving Performance and Interaction with a Computer Modelling Tool: Implications for the Design of Joint Cognitive Systems. Computers & Education, v62 p221-230 Mar 2013. 10 pp. DOI: 10.1016/j.compedu.2012.11.002

El-Banna, H. (1987). The development of a predictive theory of science education based upon information processing theory. Unpublished Doctoral Dissertation, University of Glasgow, Scotland.

Ford, N.(2000). Cognitive Styles and Virtual Environments. Journal of the American Society for Information Science. 51 (6):543-557. DOI: 10.1002/(SICI)1097-4571(2000)51:6<543::AID-ASI6>3.0.CO;2-S

Hong,J.C.,Ming,Y.H.,Ker,P.T.,Y,H.L.,Li,C.L. (2012).Effects of Cognitive Style on Digital Jigsaw Puzzle Performance: A GridWare Analysis. In Computers in Human Behavior. May 28(3): 920-928. DOI: 10.1016/j.chb.2011.12.012

Jonassen, D. H.,& Grabowski, B. L. (1993). Handbook of Individual Differences, Learning, and Instruction, Hillsdale, NJ: Lawrence Erlbaum (p. 234).

Kim, H.S., Nam, S., Lee, W., Nam,K.,Kwon,D. (2013).Effects of Moral Judgement, Emotional Control and Problem Solving on Information Ethics of Gifted Students in Computer Science. Computer Software and Application Conference Workshops (COMPSACW), 2013 IEEE 37th Annual. 633-638. DOI:10.1109/COMPSACW.2013.103

Kirk, S.A. ve Gallogher, J.J. (1989). Educating Exceptional Children. USA: Haughton Mifflin Company. p. 85

Messick, S. (1984). The nature of cognitive styles: Problems and promises in educational practice. Educational Psychologist, 19, 59-74

Nicolaou, A.A.,Xistouri, Xenia. (2011). Field Dependence/Independence Cognitive Style and Problem Posing: An Investigation with Sixth Grade Students. Educational Psychology, v31 n5 p611-627 2011. 17 pp. DOI: 10.1080/01443410.2011.586126

Rittschof, K.A.(2010). Field dependence–independence as visuospatial and executive functioning in working memory: implications for instructional systems designand research. Education Tech Research Dev (2010) 58:99–114. DOI 10.1007/s11423-008-9093-6

Thomson, K., Watt, A., Liukkonen,J. (2014). Developmental And Cultural Aspects Of Fıeld-Dependence In 11 And 12 Year Oldestonıan And Fınnısh Students. TRAMES, 2014, 18(68/63), 1, 89–101. DOI: 10.3176/tr.2014.1.06

Triantafillou, E., Pomportsis, A., Demetriadis, S. (2003). The design and the formative evaluation of an adaptive educational system based on cognitive styles. Computers & Education 41 (2003) 87–103 DOI: 10.1016/S0360-1315(03)00031-9

Üstünel, H.,Meral,M.,Uçar,E., Umut,İ. (2012). The Factors Effecting Students’ PC Game Types Preferences. Procedia - Social and Behavioral Sciences, 47, 943-949.

DOI: 10.1016/j.sbspro.2012.06.761

Witkin, H.A. & Goodenough, D.R. (1981). Cognitive Styles: Essence and Origins Field Dependence and Field Independence. New York: New York University Press.

Witkin, H.A., Goodenough, D.R., Moore, C.A. & Cox, P.W. (1977). Field dependent and field independent cognitive styles and their educational implications. Review of Educational Research, 47, 1-64. DOI: 10.2307/1169967

Xu, J.,Si, J., Zhang W.(2011).Distractors Interfere with Numerical Estimation in Chinese College Students as a Function of Field dependent or Field-independent Cognitive Style1, 2.Psychological Reports, 2011, 108, 3, 825-842. DOI: 10.2466/04.22.PR0.108.3.825-842

Downloads

Published

2015-08-06

How to Cite

Üstünel, H., Uçar, E., Civelek, T., & Umut, İlhan. (2015). The relationships between field dependent/independent cognitive styles and information &amp; communication technologies based programs in gifted education. Journal of Human Sciences, 12(2), 266–277. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/3257

Issue

Section

Computer Education and Instructional Technologies