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

Kim, Yeoun-Soo (The Ohio State University)
Cho, Yeoung-Hean (Korea National Univerisy of Education)
Kwon, Jae-Sool (Korea National Univerisy of Education)
Publication Information
Journal of The Korean Association For Science Education / v.25, no.3, 2005 , pp. 400-410 More about this Journal
Abstract
According to the cognitive conflict process model, student anxiety factor is known to have both positive and negative effects on student response behaviors in a conflict situation for conceptual change learning. However, there is little research that reveals what type of anxiety, either constructive or destructive, is related when conducting step-by-step experiments to resolve cognitive conflicts. This study attempted to learn the characteristic of explanatory hypothesis according to anxiety type after conducting five step-by-step experiments related to action and reaction concept. Results found that students who belonged to the types of 'conviction in logical misconception', 'insisting on additional variables', and 'reasonable modification' suggested explanatory hypothesis close to physical nature. On the other hand, those who showed the other five types of anxiety ('compatible predictions', 'dependence on others', 'fusion of past experience', 'lack of confidence', and 'conflict with past experience') suggested temporary supported hypothesis or simple explanatory hypothesis according to student intuition and simple observation. These results indicate that students in the above-mentioned five categories need more external interactions with instructors based on the type of anxiety related to student behavior. In addition, the results present student characteristics which instructors should be more attentive to when using step-by-step experiments to resolve cognitive conflicts.
Keywords
anxiety types; cognitive conflict; explanatory hypothesis; step-by-step experiments;
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Times Cited By KSCI : 5  (Citation Analysis)
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