Student Cognitive Styles in Postsecondary Technology Programs

Much of the published research on cognitive styles focuses on the differences in cognitive styles of students pursuing different majors in either a four year institution or a two year institution. For example, Witkin, et al. (1977) conducted a ten year longitudinal study in four year institutions which sought to determine if field dependence/independence was related to a student's (1) initial major choice (science, education, and other) and final degree major and (2) achievement in various major courses. The study determined that the selection of a major was influenced by cognitive styles and that students who initially selected majors that required a particular cognitive style which was different than their own were more likely to change to a major which complemented their cognitive style. The study also found a tendency for students to receive higher grades in fields that were compatible with their cognitive style. Frank (1986) found that field dependence/independence of female education majors varied depending on the particular area of specialization within an education major (home economics, nursing, science, and special education). His results indicate that within an apparently homogeneous group characterized by a college major such as education, differences in cognitive styles may exist. No research was found which assessed the cognitive styles of students pursuing technology majors and their specializations. When attempting to utilize cognitive styles research to improve instruction, educators should not assume that, within the field of technology, student cognitive styles are the same. Neither should they assume that the cognitive styles of students pursuing different technical specializations, such as electronics and mechanics, are different. Technology teacher preparation programs continue to be arranged around the unit shop model (Clark, 1989). Brown (1993) suggests that technology educators acquire technical knowledge by taking technical courses: (1) exclusively in technology programs designed to prepare educators, (2) derived from