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The Relationship among Cognitive Preference, School Environment, Teachers' Curricular Bias, Curriculum, and Subject Matter

P. Tamir
American Educational Research Journal
Vol. 12, No. 3 (Summer, 1975), pp. 235-264
Stable URL: http://www.jstor.org/stable/1162304
Page Count: 30
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Relationship among Cognitive Preference, School Environment, Teachers' Curricular Bias, Curriculum, and Subject Matter
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Abstract

Following a review of research findings regarding cognitive preference styles of students studying "new" and traditional curricula, the study presents results based on a biological cognitive preference test (BCPT). Cognitive preference styles were found to be at least partially subject matter dependent; they are related to the students' characteristics (i. e., sex and aptitude), the school environment, the curriculum studied and the curricular bias of the teachers. Students studying a BSCS type curriculum for several years from teachers favorable to the BSCS approach display, compared with their controls, a cognitive preference style significantly more inquiry oriented. Several interaction effects are also reported. Cognitive preference testing is recommended for curriculum evaluation because of its discipline and subject matter dependence.

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