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Effects of Presentation Type and Authority Level of Anomalous Data on Cognitive Conflict and Conceptual Change in Learning Density  

Noh, Tae-Hee (Seoul National University)
Kim, Soon-Joo (Seoul National University)
Kang, Suk-Jin (Seoul National University)
Kim, Jae-Hyun (Kongju national University)
Publication Information
Journal of The Korean Association For Science Education / v.22, no.3, 2002 , pp. 595-603 More about this Journal
Abstract
The influences of the characteristics of anomalous data on cognitive conflict and conceptual change in learning density were investigated. The subjects were 416 seventh graders. First, the Group Assessment of Logical Thinking and a preconception test were administered. A questionnaire on the responses to anomalous data was then administered. In the questionnaire, four types of anomalous data varying presentation type (movie/text) and authority level (high/low) were randomly presented. After a computer-assisted instruction on density, a conception test was administered. The results indicated that anomalous data presented in movie type significantly induced more cognitive conflict than that in text type. Students presented with anomalous data of high authority scored higher in the conception test than those of low authority. There were no significant interactions between the characteristics of anomalous data and students' logical thinking ability in the scores of both the cognitive conflict and the conception test.
Keywords
anomalous data; presentation type; authority; cognitive conflict; conceptual change; logical thinking ability;
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