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Title:The influence of teachers' cognitive styles on their teaching strategies
Authors:Ajeyalemi, Duro
Busari, Olanitemi O.
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs., ills.
Geographic terms:Nigeria
Southern Africa
Subjects:teaching methods
science education
Teaching practice
Curriculum planning
Abstract:Report of a study which determined the relationship between chemistry teachers' cognitive style and their teaching strategies in the Nigerian classroom context. It used three instruments for collecting data: the Cognitive Style Test for grouping teachers into analytical and relational styles; the Science Teaching Observation Schedule for determining cognitive teaching styles; and a questionnaire, the Teachers Basic Teaching Facilities Scale, developed by the authors. The subjects of the study were 15 chemistry teachers from Lagos, eight of whom were identified as analytical and seven as relational in cognitive style. Analytical teachers were found to emphasize the informational aspects of chemistry in their presentation and were thus grouped as factual in their styles; the relational teachers emphasized the experimental style. The general conclusion is that a teacher's cognitive style is a major determinant of teaching behaviour, although adequacy of laboratory facilities and quality of the teacher may also play a vital role. App., bibliogr., sum.