Project-based geometry learning: Knowledge and attitude of field-dependent/independent cognitive style students |
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Authors: | Behiye Ubuz Yurdagül Aydınyer |
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Institution: | 1. Department of Mathematics and Science Education, Middle East Technical University, Ankara, Turkey;2. TED Ankara Koleji Okullar?, Ankara, Turkey |
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Abstract: | The authors in a convergent parallel mixed method design aimed to investigate whether and how the geometry knowledge and attitude toward geometry of students with field-dependent/independent cognitive style improve differentially within a project-based learning environment. Quantitative data were collected from 97 seventh-grade students before and after the treatment. Repeated measures multivariate analysis of covariance results, controlling for gender and prior mathematics achievement, revealed a statistically significant main effect of time but not cognitive style. Follow-up repeated measures analysis of covariance by controlling the experiment-wise alpha level indicated that field-dependent, field-mixed, and field-independent students achieved a statistically significant mean increase for all measures. The qualitative (classroom observations and interviews with some students) data provided evidence that contextualizing, visualizing, and collaborating opportunities in the project-based learning environment made contributions for mean increase. |
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Keywords: | Attitude cognitive style geometry knowledge project-based learning |
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