Chinese Journal of Science Education

Abstract

In this study, the Test of Biology Cognitive Preference (TBCP) was employed to assess the biology co-nitive preference of 7th grade students in Taipei area. The relationships between biology cognitive preferences and academic achievement were investigated. The results showed that the reliability of the TBCP was satisfactory. The internal consistency reliabilities of the R, P, Q, A modes were 0.88, 0.81, 0.91 and 0.68 respectively. Two factors wore extracted when TBCP scores were subjected to principal components factor analysis. Factor 1 represents "Critical questioning", while factor 2 represents "Knowledge application". Both the intercorrelation among the four preference modes and factor analysis supported the existence of Q-R and A-P bipolar axes. The biology cognitive preference style of the subjects was P > A > Q > R. Significant differences in biology cognitive preferences were found between male and female subjects. The males exhibited a preference order of P > A > R > Q, and the females exhibited a preference order of P,A > Q > R.

Biology, mathematics achievement scores and semester average scores correlated positively with Q preference mode but negatively with R preference mode (p<0.01). No statistically significant correlations were found between the three achievement scores listed above and P and A preference modes. The subjects with higher academic achievement scores exhibited strongest preference for Q mode and weakest preference for R mode. The cognitive preference style was Q > P > A > R. Conversely, low achievers exhibited strongest R preference and weakest Q preference. The cognitive preference style was R > P > A > Q. This indicated that high achievers preferred critical questioning and idenifying principles when dealing with the biological information presented to them, and exhibited low preference for menirizing biological facts. Conversely, low achievers exhibited high preference for menorizing biological facts and low preference for critical questioning.

_{[ Chinese version | Index | Chinese Journal of Science Education | Other Journals | Faculty Home Page | Enquiry ]}

Mail any comments and suggestions to en@fed.cuhk.edu.hk.