The relationships between cognitive styles and motivations styles in misconceptions of heat and temperature

In this study the effects of students cognitive styles and motivationstyles about the misconception of heat and temperature were examined.Participants were 104 students (male=60, female=44) from Abant zzet BaysalUniversity in Bolu. A test, called Heat and Temperature Concept Test(HTCT), was applied to determine students?s misconceptions about Heat andTemperature. Also The Group Embedded Figures Test (GEFT) andMotivational Styles Test (MST) were applied to determine student?s;Cognitive and Motivational Styles, respectivelly. When data which is obtainedin this study is analyzed, as follows results were found:In searching, it was observed that there were misconception about heat•and temperature which was determined with multiple choice test.It was determined that there was not a statistically significant correlation•between student?s motivation styles and misconceptions about heat andtemperature.It was determined that there was a statistically significant correlation•between student?s cognitive styles and there out of fifteen misconceptionson the subjects of heat and temperature. The number of field dependentstudent?s who has misconception on the subject was more than thenumber of field ındependent student?s on the three misconceptions.According to these findings,?cognitive styles field-dependent and field-independent, motivation style? the effect of misconception about heat andtemperature were critically examined.Key Words: Concept, Concept Misconception, Heat, Temperature,Cognitive style, Field- dependent / Field-independent Cognitive Style,Motivation