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ERIC Number: ED477313
Record Type: RIE
Publication Date: 2003-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Cognitive Conflict, Direct Teaching and Student's Academic Level.
Zohar, Anat; Kravetsky, Simcha-Aharon
The goal of this research is to compare the effectiveness of two teaching methods (inducing a cognitive conflict, or ICC, versus direct teaching, DT) for students of two academic levels (low versus high) regarding gains in the ability to use the control of variables strategy. 121 students who learned in a heterogeneous school were divided into four experimental groups in a 2X2 design. Results showed no main effect of teaching method, a significant main effect for level of students and a significant interaction effect between level of students and teaching method. The findings showed that the ICC teaching method was more effective for high level students, while the DT method was more effective for low level students. This interaction effect was preserved in a retention test that took place 5 months after instruction. These findings show that high level students benefited from the ICC teaching method while the DT method delayed their progress. In contrast, low- level students benefited from the DT method while the ICC teaching method delayed their progress. These findings confirmed our hypothesis that inconclusive findings regarding the effectiveness of the ICC method can be explained by its opposite effect on students of different academic levels. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).