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ERIC Number: ED204267
Record Type: RIE
Publication Date: 1981-Apr
Pages: 28
Abstractor: N/A
Reference Count: 0
Creating Cognitive Dissonance Between Students' Preconceptions To Encourage Individual Cognitive Accommodation and a Group Cooperative Construction of a Scientific Model.
Nussbaum, Joseph; Novick, Shimshon
Students' preconceptions (also called misconceptions) interfere with desired learning and resist attempts to eradicate them. By applying previous findings about misconceptions regarding the particle model for gases, a new approach was designed for teaching the subject. A "critical situation" was treated in which students in sixth and seventh grade classes were encouraged to develop individual answers to a hypothetical question. The teacher's role was to present the students' reasoning and to encourage discussion. Students engaged in intensive discussions, with the teacher directing the lessons by asking leading questions. The students became personally involved in the debate and in supporting one of the possible answers. By presenting examples, the teacher was able to lead the class toward a consensus. Cognitive dissonance in a group situation was induced, and a cooperative construction of the scientific model was achieved. The students' conceptual change was shown by their increased awareness of alternative frameworks, and by their engagement in personally meaningful discussion about competitive hypothetical models. (Authors/FG)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Dissonance
Note: Paper presented at the Annual Convention of the American Educational Research Association (Los Angeles, CA, April, 1981).