Skip to main content
SpringerLink
Log in

Cognitive preferences and achievement in physics, chemistry, science and mathematics

  • Published:
Research in Science Education Aims and scope Submit manuscript

Summary and conclusions

  1. 1.

    Cognitive preferences in the different curriculum areas appear to be relatively uncorrelated, but in those cases where correlations occur, they are consistent with the hypothesised nature of the cognitive preferences.

  2. 2.

    Cognitive preferences are correlated with general ability, and personality, but there was no evidence of significant correlations between cognitive preferences and sex or socio-economic level (after the effects of general ability and personality are controlled).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • ATWOOD, R.K., “CHEM Study achievement among groups classified by cognitive preference s scores.”Journal of Research in Science Teaching,5, 154–9, 1967–8.

    Article  Google Scholar 

  • ATWOOD, R.K. “Changes in cognitive preferences of high school physics students.”School Science and Mathematics,69: 697–99, 1969.

    Article  Google Scholar 

  • AUSUBEL, D.P.The Psychology of Meaningful Verbal Learning. Grume and Stratten, New York, 1963.

    Google Scholar 

  • BARNETT, H.C. “An investigation of relationships among biology achievement, perception of teacher style, and cognitive preferences.”Journal of Research in Science Teaching,11: 141–7, 1974.

    Article  Google Scholar 

  • BROWN, S.A. “Cognitive preferences in science: their nature and analysis.”Studies in Science Education,2, 43–65, 1975.

    Google Scholar 

  • EYSENCK, H.J. & EYSENCK, G.B.G..Manual of the Eysenck Personality Inventory. University of London Press, London, 1964.

    Google Scholar 

  • GUILFORD, J.P. “When not to factor analyse,” in D.N. Jackson & S. Messick (eds.)Problems in Human Assessment. McGraw-Hill, New York, 309–17, 1967.

    Google Scholar 

  • HEATH, R.W. “Curriculum, cognition and educational measurement.”Educational and Psychological Measurement,24: 239–53, 1964.

    Google Scholar 

  • KEMPA, R.F. & DUBÈ, G.E. “Cognitive preference orientation in students of chemistry.”British Journal of Educational Psychology,43:279–88, 1973.

    Google Scholar 

  • KING, J.N. “Styles of thinking and curriculum comparison.” M.Sc. Thesis, University of East Anglia, 1972.

  • KOAY, P.L. “Cognitive preferences and achievement in mathematics.” M.Ed. Thesis, Monash University, 1975.

  • MACKAY, L.D. “Cognitive preferences and achievement in physics.” Ph.D. Thesis, Monash University, 1971.

  • MARKS, R.L. “CBA high school chemistry and concept formation.”Journal of Chemical Education,44: 471–4, 1967.

    Article  Google Scholar 

  • PAYETTE, R.F.Development and Analysis of a Cognitive Preference Test in the Social Sciences. University of Illinois, Illinois, 1967.

    Google Scholar 

  • RIPPLE, R.E. “American cognitive studies: a review.”Journal of Research in Science Teaching,3: 37–50, 1964.

    Google Scholar 

  • TRAVERS, K.J., HEATH, R.W. & CAHEN, L.S. “Cognitive preferences in mathematics,” paper read at A.E.R.A. meeting, Chicago, February 7–10th, 1968.

Download references

Authors
  1. Lindsay D. Mackay
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Mackay, L.D. Cognitive preferences and achievement in physics, chemistry, science and mathematics. Research in Science Education 5, 49–58 (1975). https://doi.org/10.1007/BF02558610

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02558610

Keywords

Search

Navigation