The purpose of this study is to examine the effect of technology-enhanced constructivist learning on science achievement of seventh-grade students with different cognitive styles. Cognitive styles of the students are examined within the frame of Witkin et al. (1977) in terms of field dependent and field independent cognitive styles. The quantitative study was conducted using an experimental method with a factorial design that is a modification of the pretest-posttest control group design. The sample of the study consists of 39 seventh-grade students (19 students in the experimental group and 20 students in the control group). Strength and Energy Achievement Test and The Embedded Figures Test (EFT) were used to collect the data. The results of this study show that there is no statistically significant difference between the mean score ranks of experimental and control groups for the pretest and posttest scores of students. Furthermore, there is no significant difference between the pretest and posttest scores of the field independent students in both experimental and control groups but there are significant differences between pretest and posttest scores of the field dependent students. Suggestions were presented by the results obtained from the research.

这项研究的目的是检验技术增强的建构主义学习对不同认知风格的七年级学生科学成绩的影响。在Witkin等人的框架下研究了学生的认知风格。（1977年）的领域依赖和领域独立的认知风格。定量研究是使用具有因子设计的实验方法进行的，该因子设计是对测试前-测试后对照组设计的改进。研究样本包括39名七年级学生（实验组19名学生和对照组20名学生）。力量和能量成就测试以及嵌入式数字测试（EFT）用于收集数据。这项研究的结果表明，在实验组和对照组的学生的考试前和考试后平均得分等级之间，在统计学上没有显着差异。此外，在实验组和对照组中，田野独立学生的测试前和测试后分数之间没有显着差异，但田野依赖学生的测试前和测试后分数之间没有显着差异。通过研究获得的结果提出了建议。在实验组和对照组中，田野独立学生的测试前和测试后得分之间没有显着差异，但是田野依赖学生的测试前和测试后得分之间没有显着差异。通过研究获得的结果提出了建议。在实验组和对照组中，田野独立学生的测试前和测试后得分之间没有显着差异，但田野依赖学生的测试前和测试后得分之间没有显着差异。通过研究获得的结果提出了建议。