An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship between Cognitive Conflict and Responses

Autor/inn/en	Lee, Gyoungho; Byun, Taejin
Titel	An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship between Cognitive Conflict and Responses
Quelle	In: Research in Science Education, 42 (2012) 5, S.943-965 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-011-9234-5
Schlagwörter	Student Attitudes; Conflict; Concept Formation; Foreign Countries; Grade 9; Teaching Methods; Secondary School Students; Researchers; Instructional Effectiveness; Correlation; Investigations; Tests; Science Education; South Korea + Suchen Sie Ihr Suchwort? Schülerverhalten; Konflikt; Concept learning; Begriffsbildung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Researcher; Forscher; Unterrichtserfolg; Korrelation; Untersuchung; Examination; Prüfung; Examen; Naturwissenschaftliche Bildung; Korea; Republik
Abstract	Bringing successful teaching approaches for stimulating conceptual change to normal classrooms has been a major challenge not only for teachers but also for researchers. In this study, we focused on the relationship between cognitive conflict and responses to anomalous data when students are confronted with a counterintuitive demonstration in the form of a discrepant event. The participants in this study were 96 secondary school students (9th grade) from S. Korea. We investigated students' preconceptions of motion by administering a written test. After the exam, we presented a demonstration that may have conflicted with the ideas held by students. We then investigated the relationship between students' cognitive conflict and responses to anomalous data by using a Cognitive Conflict Level Test (CCLT). Results showed that cognitive conflict initiated the first step in the process of conceptual change. Anxiety was an especially crucial component of cognitive conflict, affecting the relationship between cognitive conflict and students' responses. In addition, superficial conceptual change was found to be the most common response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10