Abstract:
This study aimed at exploring the effect of cognitive type and the teaching method on learning concepts among tenth graders. The sample of the study consisted of (70) 10th grader students were randomly assigned to one of two treatment groups consisted of (35) students. Results of the study showed that there are statistically significant difference did exist in concept learning attributed to the model, favoring Hilda-Taba method. In addition, statistically significant differences found in concept learning attributed to the independence - dependence, favoring the independents. There were also statistically significant differences in concept learning attributed to the interaction between cognitive type and teaching method.
