Potential to pace: Examination of cognitive development possibilities for extended orientation and curricular/learning community styled freshman seminars.

摘要

This study sought to examine whether there were differences in cognitive development as indicated by the Perry Scheme among freshmen who completed an extended orientation styled freshman seminar (extended orientation model), completed the extended orientation styled freshman seminar linked with a learning community (curricular/learning community model), and those that did not participate in either of the above programs (control group). In an effort to gain information from a control group, and to have all participants complete the instruments in a like setting, data were gathered in Expository Writing (ENGL 1010) courses. Students were then divided into focal groups based on their participation or absence of participation in freshman seminar.; Using the Learning Environment Preferences survey (Moore, 1987) and an informational questionnaire, data were collected at the beginning and the end of the 2004 Fall semester. This information indicated that all groups experienced a decline in the Cognitive Complexity Index (CCI), but that the change was not significantly different between the groups (ANOVA; alpha = .05). Through t tests, negative movement was shown only to be significant for the control group, alluding to the possibility that the seminar classes (both formats) provided some cognitive support to students. It is important to note that the control group had the lowest initial CCI score, an important factor since multiple regression revealed the single variable influencing post-CCI was pre-CCI. Similarly, there were no group differences when separating participants by beginning threshold levels or modal position.; While, this research did not identify significant differences between the three groups, it did appear that students were evaluating new experiences and finding an ill fit with their existing cognitive structures; though the disequilibrium-equilibrium process had not yet yielded positive growth, it seemed to be providing the required conditions. Too, this study emphasized the need to teach students at their cognitive position, for at that time in these students' educational experience and for their level of meaning making, this was the only factor that moved cognitive development.