NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1074440
Record Type: Journal
Publication Date: 2015-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1059-0145
Cognitive Dissonance as an Instructional Tool for Understanding Chemical Representations
Corradi, David; Clarebout, Geraldine; Elen, Jan
Journal of Science Education and Technology, v24 n5 p684-695 Oct 2015
Previous research on multiple external representations (MER) indicates that sequencing representations (compared with presenting them as a whole) can, in some cases, increase conceptual understanding if there is interference between internal and external representations. We tested this mechanism by sequencing different combinations of scientific and abstract chemical representations and presenting them to 133 learners with low prior knowledge of the represented domain. The results provide insight into three separate mechanisms of learning with MER. (1) A memory (number of ideas reproduced) and (2) an accuracy (correctness of these ideas) effects occur when two representations are presented in a sequence. An accuracy and a (3) redundancy (number of redundant ideas remembered) effects occur when three representations are presented in a sequence. A necessary precondition for these effects is that descriptive formats are placed before depictive formats. The identified effects are analyzed in terms of the concept of cognitive dissonance.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A