Abstract

This study has been carried out to compare the integrated science process of the students having field dependent and independent cognitive style. A total of 496 students (285 female, 211 male) participated using by stratified sampling method from seven high schools located in the Cappadocia Region of Turkey. While students’ science process skills were evaluated using science process skills measurement test (SPSMT) developed by Temiz (2007), cognitive styles (field dependent and independent) were determined using group embedded figures test (GEFT), developed by Witkin et al. (1977). Scores obtained for identifying manipulated, responding and controlled variables, and formulating hypotheses, manipulating variables, interpreting data science process skills were compared in terms of cognitive styles possessed by the students. As a result of this comparison, it has been observed that students with field independence were more successful than field dependent students in all science process skills examined. Results of the independent sample t-test demonstrated statistically meaningful differences in identifying responding variable, controlled variables, formulating hypotheses and manipulating variables skills.

Key words: Science process skills, cognitive styles, science education, Achievement