The Differential Contribution of Field-dependent and Field-independent Cognitive Styles to Sociocognitive Transaction in Promoting Scientific Reasoning

Abstract

This study examines the influence of two types of conflict-arousing intervention on reasoning about speed among subjects with different cognitive styles. It focuses on the types of argumentations provided in sociocognitive transaction by field-dependent and field-independent subjects and on the role of such argumentations in cognitive change. A total of 360 6th, 8th, and 10th graders participated in four stages: individual pre-test; interventioninterpersonal conflict (created by sociocognitive transaction) or intrapersonal conflict (created by multiple-choice testing); immediate post-test: and delayed post-test. In each stage subjects dealt with speed problems involving both linear and rotational motions. Sociocognitive transaction was found to be efficacious in improving the understanding of the speed concept, especially for field-dependent subjects. Analyses of the cognitive and social aspects of the transaction discourse revealed that although field-independent subjects made a greater cognitive contribution, field-dependent subjects' contribution was closer to co-subjectivity. The results suggest that sociocognitive transaction is an appropriate learning environment in the subject of physics for fielddependent as well as field-independent subjects.