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How Does Cognitive Conflict Affect Conceptual Change Process in High School Physics Classrooms?  

Lee, Gyoung-Ho (Seoul National University)
Kwon, Jae-Sool (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.1, 2004 , pp. 1-16 More about this Journal
Abstract
The purpose of this study was to examine the role of cognitive conflict in the conceptual change process. Ninety-seven high school students in Korea participated in this study. Before instruction, we conducted pretests to measure learning motivation and learning strategies. During instruction, we tested the students' preconceptions about Newton's 3rd Law and presented demonstrations. After this, we tested the students' cognitive conflict levels and provided students learning sessions in which we explained the results of the demonstrations. After these learning sessions, we tested the students' state learning motivation and state learning strategy. Posttests and delayed posttests were conducted with individual interviews. The result shows that cognitive conflict has direct/indirect effects on the conceptual change process. However, the effects of cognitive conflict are mediated by other variables in class, such as state learning motivation and state learning strategy. In addition, we found that there was an optimal level of cognitive conflict in the conceptual change process. We discuss the complex role of cognitive conflict in conceptual change, and the educational implications of these findings.
Keywords
cognitive conflict; learning motivation; learning strategy; conceptual change;
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