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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