he effect of case based learning model, cognitive style and gender to the student achievement in science courses
Horzum, Mehmet Barış
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In this research; single and common effects of teaching methods (learner centered case based learning and traditional teaching method), cognitive style (field dependent/ independent) and gender have been tried to determine in Science course. 70 students in a primary school in Sakarya have been included to the research. The cognitive style of these students has been determined and then traditional teaching method has been applied to 35 of them, case based learning method has been applied to the rest of the students for 3 weeks. In the 4th week, an achievement test has been applied about the subject. At the end of this test; it is determined that the instructional methods and cognitive styles which are dependent varian have a meaningful effect, but the effect of gender hasn’t been meaningful statistically. When common effects are examined, it is determined that the common effects of the independent varian, which are teaching methods and cognitive style and also uniquely effective, have been in a meaningful level; but other common effects haven’t been in a meaningful level statistically.