DO THINKING STYLES MATTER FOR SCIENCE ACHIEVEMENT AND ATTITUDES TOWARD SCIENCE CLASS IN MALE AND FEMALE ELEMENTARY SCHOOL STUDENTS IN TAIWAN?
- 469 Downloads
The purposes of this study were to explore the effects of thinking styles on science achievement and attitudes toward science class among Taiwanese elementary school students and to explore the differences between male and female students in their modes of thinking. Participants included 756 sixth-grade students from 28 classes in four elementary schools in Taiwan. Data were collected from three data sources: (a) Style of Learning and Thinking to identify students’ thinking style, (b) Science Achievement Test to assess students’ science achievement, and (c) Asian Student Attitudes Toward Science Class Survey to measure students’ attitudes toward science class. Findings revealed that across both boys and girls, there were significant differences between the three modes of thinking with regard to attitudes toward science class but no significant difference between the three modes of thinking with regard to science achievement. Even though students of both genders tended to be more holistic in their thinking, students with an analytic thinking style and an integrative thinking style showed more positive attitudes toward science class than students with a holistic thinking style. Taiwanese male students tended to be more holistic thinking than their female counterparts, whereas Taiwanese female students tended to be more analytic thinking in contrast to male students.
KEY WORDSscience achievement attitudes toward science class thinking style gender difference
Unable to display preview. Download preview PDF.
- Ali Bawaneh, K. A., Abdullah, A. G. K., Saleh, S. & Yin, K. Y. (2011). Jordanian students’ thinking styles based on Herrmann whole brain model. International Journal of Humanities and Social Science, 1(9), 89–97.Google Scholar
- Bernardo, A. B., et al (2009). Intellectual styles and academic achievement: A developmental perspective. Psicothema, 21(4), 555–561.Google Scholar
- Dong, Y. & Lee, K. P. (2008). A cross-cultural comparative study of users’ perceptions of a webpage: With a focus on the cognitive styles of Chinese, Koreans and Americans. International Journal of Design, 2(2), 19–30.Google Scholar
- Fer, S. (2012). Demographic characteristics and intellectual styles. In L. F. Zhang, R. J. Sternberg & S. Rayner (Eds.), Handbook of intellectual styles: Preferences in cognition, learning, and thinking (pp. 109–130). New York: Springer.Google Scholar
- Gafoor, K. (2007). Does present education favour executive and external styles of thinking at the expense of achievement in science? (ERIC Document Reproduction Service No. ED504150)Google Scholar
- Grigorenko, E. L. & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63(3), 295–312.Google Scholar
- Lenola, A. S. (1996). Capitalizing on diversity: Strategies for customizing your curriculum to meet the needs of all students. Science Teacher, 63(2), 20–23.Google Scholar
- Madrazo, G. M. & Motz, L. L. (2005). Brain research: Implications to diverse learners. Science Educator, 14(1), 56–60.Google Scholar
- Nisbett, R. E. (2003). The geography of thought: How Asians and Westerners think differently…and why. New York: The Free Press.Google Scholar
- Torrance, E. P. (1988). Style of learning and thinking: Administrator’s manual. Bensenville: Scholastic Testing Service.Google Scholar
- Vengopal, K. & Mridula, K. (2007). Styles of learning and thinking. Journal of the Indian Academy of Applied Psychology, 33(1), 111–118.Google Scholar
- Wang, T. L. (2008). Brain hemispheric preferences of fourth- and fifth-grade science teachers and students in Taiwan: An investigation of the relationships to student spatial and verbal ability, student achievement, teacher and student attitudes, and teaching practice. Dissertation Abstracts International, 69(08). (UMI No.3325580)Google Scholar
- Zhang, L. F. (2012). Thinking styles in student learning and development. In P. Jarvis & M. Watts (Eds.), The Routledge international handbook of learning (pp. 84–93). New York: Routledge.Google Scholar
- Zhang, L. F. & Sternberg, R. J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13(1), 41–62.Google Scholar
- Zhang, L. F. & Sternberg, R. J. (2001). Thinking styles across cultures: Their relationship with student learning. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 197–226). Mahwah: Erlbaum.Google Scholar
- Zhang, L. F. & Sternberg, R. J. (2006). The nature of intellectual styles. Mahwah: Erlbaum.Google Scholar