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Reexamining The Role Of Cognitive Conflict In Science Concept Learning, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh
Reexamining The Role Of Cognitive Conflict In Science Concept Learning, Sukjin Kang, Lawrence C. Scharmann, Taehee Noh
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Abstract In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students’ cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as …