Browse > Article

A Study on Elementary School Students' Responses to Anomalous Data  

Kang, Suk-Jin (Department of Chemistry Education, Seoul National University)
Shin, Sook-Hee (Department of Chemistry Education, Seoul National University)
Noh, Tae-Hee (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.22, no.2, 2002 , pp. 252-260 More about this Journal
Abstract
The types and the characteristics of students' responses to anomalous data in studying 'boiling point' were investigated, and the degree of cognitive conflict and conceptual change were compared by students' cognitive variables. Tests regarding field dependence-independence and logical thinking ability, a preconception test, and a test of responses to anomalous data were administered to 137 sixth graders. Among them, 90 students whose preconceptions were consistent with the presented initial theory were selected. After learning the scientific concept, students' conceptual change was examined. Six types of responses identified were as follows: Rejection, reinterpretation, exclusion, uncertainty, belief decrease, and theory change. The main responses were rejection (33%) and theory change (39%). The results of Mann-Whitney U test indicated students who were field independent and had higher logical thinking abilities felt more cognitive conflict and exhibited more conceptual change.
Keywords
responses to anomalous data; cognitive conflict; conceptual change; cognitive variables;
Citations & Related Records
연도 인용수 순위
  • Reference
1 노태희, 임희연, 강석진(2000a). 변칙 사례에 대한 학생들의 반응 유형. 한국과학교육학회지, 230(2). 288-296
2 Chinn, C. & Brewer, W. F.(1993). The role of anomalous data in knowledge acquisition: a theoretical framework and implications for science instruction. Review of Educational Research. 63(1), 1-49   DOI   ScienceOn
3 Scott, P. H., Asoko, H. M., & Driver, R. H.(1992). Teaching for conceptual change: a review of strategies. In R. Duit, F. Goldberg, & H. Niedderer (Eds.) Research in physics learning: theoretical issues and empirical studies. Schmidt & Klannig: Kiel, Germany
4 Lopez-Ruperez, F., Palacios, C.. & Sanchez, J.(1991). Relation of field independence and test-item format to student performance on written Piagetian tests. Journal of Research in Science Teaching, 28(5), 389-400   DOI
5 Driver, R.. Squires, A.. Rushworth, P., & Wood-Robinson, V.(1994), Making sense of secondary science: Research into children's ideas. Routledge: London
6 노태희, 임희연, 강석진, 김순주(2001). 학생의 인지적.정의적 변인, 변칙 사례에 의한 인지 갈등. 개념 변화 사이의 관계. 한국과학교육학회지, 21(4), 658-667
7 Guzzetti, B. J., Snyder, T. E.. Glass, G. V., & Gamas, W. S.(1993), Promoting conceptual change in science: a comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28(2). 117-159
8 Lawson, A. E.. Alkhoury, S., Benford, R., Clark, B. R.. & Falconer, K. A.(2000), What kinds of scientific concepts exist? Concept construction and intellectual development in college biology. Journal of Research in Science Teaching, 37(9). 996-1018   DOI   ScienceOn
9 Bosacki, S., Innerd, W., & Towson, S.(1997). Field independence-dependence and self-esteem in preadolescents: does gender make a difference? Journal of Youth and Adolescence, 26(6), 691-703   DOI   ScienceOn
10 Lawson, A. E. & Thompson, L. D.(1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733-746   DOI
11 Roadrangka, V., Yeany, R. H., & Padilla, M. J.(1983). The construction and validation of Group Assessment of Logical Thinking (GALT). Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas
12 Hashweh, M. J.(1986), Toward an explanation of conceptual change. European Journal of Science Education. 8(3). 229-249   DOI
13 Chinn, C. & Brewer. W. F.(1998). The empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654   DOI   ScienceOn
14 Linn, M. C. & Kyllonen, P.(1981). The field dependence-independence construct: some, one or none. Journal of Educational Psychology, 73(2), 261-273   DOI
15 노태희, 임희연, 강석진(2000b). 성과 나이에 따른 인지 갈등 유발 및 개념 변화의 비교. 한국과학교육학회지, 20(4), 634-641
16 Elliott, A. R.(1995). Field independence dependence, hemispheric specialization, and attitude in relation to pronunciation accuracy in Spanish as a foreign language. The Modern Language Journal. 79(3), 356-371   DOI
17 Piaget, J.(1950). The psychology of intelligence. Routledge and Kegan Paul: London
18 Posner, G. J., Strike, K. A.. Hewson. P. W.. & Gertzog, W. A.(1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2). 211-227   DOI
19 Lawson, A. E. (1983). Predicting science achievement: the role of developmental level, disembedding ability, mental capacity, prior knowledge, and beliefs. Journal of Research in Science Teaching. 20(2), 117-129   DOI