고등학교 학생의 인지기능과 과학 학업성취도의 관계 = The Relationship between Cognitive Ability and Science Achievement of High School Students

다국어 초록 (Multilingual Abstract)

As a basis for the efficient teaching in middle school science, the relationships between cognitive style(field-dependence) and science achievements with both sex of high school students, and the variance explained by cognitive style and sex were investigated. The findings indicate that the intercorrelations between cognitive style, school science achievements, and sex, showed the general trend of which the higher the disembedding ability of students, the higher scores in science subjects. If the intelligence variable was statistically controlled, the field-dependence still significantly correlated with science achievements. Also, achievements in science showed significant differences between the high, average, and low groups in field-dependence levels. The differences of science achievements in both sex were significant, and there were interaction effects for the variance explained by sex and cognitive style. The results suggest that the field-dependence may be related to the cognitive functions required in learning of school science, therefore the further researches of teaching methods and learning strategies should be encouraged in relation to this factor.