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ERIC Number: EJ984451
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1756-1108
Generating Cognitive Dissonance in Student Interviews through Multiple Representations
Linenberger, Kimberly J.; Bretz, Stacey Lowery
Chemistry Education Research and Practice, v13 n3 p172-178 2012
This study explores what students understand about enzyme-substrate interactions, using multiple representations of the phenomenon. In this paper we describe our use of the 3 Phase-Single Interview Technique with multiple representations to generate cognitive dissonance within students in order to uncover misconceptions of enzyme-substrate interactions. Findings from 25 student interviews are interpreted through the lens of multiple theoretical frameworks, including personal constructivism and coherence formation. The importance of classroom teachers engaging students in dialogue about representations is discussed. (Contains 3 figures and 2 tables.)
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A