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Characteristics of Explanatory Hypothesis Formation by Anxiety Types in High School Students Cognitive Conflict about Action-Reaction Task (I)  

Cho, Yeoung-Hean (Korea National University of Education)
Kim, Yeoun-Soo (The Ohio State University)
Kwon, Jae-Sool (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.3, 2004 , pp. 596-611 More about this Journal
Abstract
Based on conceptual change theory, cognitive conflict is known as an important factor for conceptual change even though there are still questions about its positive and negative effects on science learning. However there are little research which propose types of meaningful(constructive) cognitive conflict in learning science. The purpose of this study is to find out how are the anxiety types of cognitive conflict to which high school students respond in the action-reaction task, and to reveal what's the characteristic of the explanatory hypothesis according to the anxiety types. The result of this study indicated that first, the characteristics of the anxiety types of the cognitive conflict were classified as eight types. Especially the students who belong to the types of conviction of logical misconception and reasonable modification suggested explanatory hypothesis close to physical nature. On the other hand, the students who showed other types of anxiety except the two types of anxiety suggested temporary supported hypothesis or simple explanatory hypothesis based on students' observation and intuition. Finally we discussed the importance and the implication of the types of anxiety in applying the cognitive conflict strategy to science instruction.
Keywords
anxiety types; cognitive conflict; explanatory hypothesis;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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