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ERIC Number: ED279535
Record Type: Non-Journal
Publication Date: 1986
Reference Count: N/A
Effecting Changes in Cognitive Structures among Physics Students. Report No. 1986/13.
Champagne, Audrey B.; And Others
The research reported in this paper investigated the effectiveness of an instructional strategy, ideational confrontation, in producing conceptual change. Participants of the study were a group of middle school students (N=13) who were designated as academically gifted and a group of non-physics major university science graduates (N=6) who were studying to become secondary science teachers. Assessments were made of all students' cognitive structures before and after instruction. Content of instruction varied with the two groups but the ideational confrontation strategy was the same. Data findings are reported and results indicate that the effects of the ideational confrontation strategy differed somewhat for students with different characteristics but the strategy evidenced promise for engendering restructuring of students' existing knowledge and for changing the content of their knowledge. Instructional implications are reviewed. References are provided. (ML)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.