Virginia M. Horak’s scientific contributions

Investigated are two instructional treatments, inductive and deductive teaching methods, and the possible interaction between these treatments and the cognitive style dimension of field-dependence-independence. The subject matter was transformational geometry and the criterion measures included an examination testing knowledge, application, analysis, and transfer. Subjects were elementary education majors. The results indicate the possibility that the students who exhibited a field-dependent cognitive style learned more from the inductive method. The field-independent students were not significantly affected by the teaching method. (Author/MP)