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Learning Characteristics of Field-Dependent Children Within an Analytical Concept-Based Curriculum

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Catherine D. Ennis, Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The purpose of this research was the examination of the field-dependent/independent cognitive style as it related to learning within a Logsdon-based movement curriculum. Subjects consisted of 104 children scoring in the 1st- (field independent) and 4th-quartile (field dependent) on the Children's Embedded Figures Test. Observation and interview data were collected by the two researchers over a 4-month period. Data were analyzed using constant comparison. Field-independent students' performance was consistent with teacher expectations during the majority of the classes observed. Field dependent students experienced difficulty focusing on lesson discussion, following directions, and working independently. The discussion focused on the role of structure and the influence of social relationships on learning behaviors of field-dependent children.

Additional Information

Publication
Journal of Teaching in Physical Education, 1990, 10, 170-187.
Language: English
Date: 1990
Keywords
Field dependent/independent, Learning styles, Teaching strategies, Educational approaches