ERIC Number: ED443734
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
The Effects of Cognitive Conflict on Students' Conceptual Change in Physics.
Kwon, Jaesool; Lee, Youngjick; Beeth, Michael E.
The purpose of this research was to find the relation between the level of cognitive conflict and students' conceptual change. In this study, 30 Korean high school students were selected from 450 10th graders by examining the pretest results. To create students' cognitive conflicts, two different strategies were used to foster anomalous situations: demonstrations and logical arguments against students' perceptions. After creating students' cognitive conflict, the researcher rated the levels of conflict. To check the students conceptual changes, pretest, posttest, and delayed posttest were conducted. The test consisted of 5 items in mechanics and electricity, respectively. In this study, the demonstration method showed effective conceptual change more than the logical argument method did. Students changed their concepts more easily and frequently in the area of mechanics than electricity. In case of conflict, the effect was very clear. Students who showed higher conflict levels demonstrated more positive conceptual change than those who showed lower conflict levels. Fifty-nine cases (56%) out of 105 who experienced high levels of conflict changed into scientific conceptions one month later; however, only 16 cases (35%) out of the 46 who experienced low levels of conflict changed scientific conceptions. (Contains 12 references.) (Author/ASK)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea