Browse > Article

Influence of Cognitive Conflict Strategy Through Swing Experience on the Students' Conception of Force on a Simple Pendulum  

Kwon, Mi-Rang (Korea National University of Education)
Kim, Ji-Na (Pusan National University)
Choi, Hyuk-Joon (Kongju National University)
Kim, Jung-Bog (Korea National University of Education)
Kwon, Jae-Sool (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.25, no.5, 2005 , pp. 583-594 More about this Journal
Abstract
This study examined 8th-graders' conceptions of force on a simple pendulum and investigated cognitive conflict and conceptual change through kinesthetic experience in swing. Participants of this study were guided to anticipate the direction of total force acting on a pendulum at three critical positions and observed it through swing experience. Having completed this, students read an article explaining the results they observed. Most of them considered gravity, tension, and motion-force to be the real forces acting on a pendulum in pre-test. Though they were interested in the activity and conceded their expectations to be different from observed results, the degrees of their cognitive conflict were not significantly high. In summation, 'interest' was the highest and 'anxiety' was the lowest. Most of the students memorized the direction of forces on a swing, but few could explain the reason behind the occurrence in an immediate post-test and delayed post-test.
Keywords
cognitive conflict; kinesthetic experience; swing; conceptual change; force;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Chinn. C. A., & Brewer, W. F. (1998). An Empirical Test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654   DOI   ScienceOn
2 Clement, J (1982). Students' preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66-71   DOI
3 Druyan, S. (1997). Effect of the kinesthetic conflict on promoting scientific reasoning. Journal of Research in Science Teaching, 34(10), 1083-1099   DOI   ScienceOn
4 Gunstone, R. F. & Watts, M. (1985). Force and motion. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 85-104). Miton Keynes, England: Open University Press
5 Hynd, C. R., McWhorter, J. Y., Phares, V. L. & Suttles, C. W. (1994). The role of instructional variables in conceptual change in high school physics topics. Journal of Research in Science Teaching, 31(9), 933-946   DOI   ScienceOn
6 Lee, G., Kwon J., Park, S. S., Kim, J. W., Kwon, H. G., & Park, H. K. (2003). Development of an instrument for measuring cognitive conflict in secondary-level science classes. Journal of Research in Science Teaching, 40, 585-603   DOI   ScienceOn
7 Unterman, N. A.(2001). Amusement park physics, A teacher's guide (2nd Ed.). Portland, Me, U. S. A: J. Weston Walch, Publisher
8 Viennot, L.(1979). Spontaneous reasoning in elementary dynamics. European Journal of Science Education, 1(2), 205-221   DOI   ScienceOn
9 Hashweh, M. Z. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8(3), 229-249   DOI
10 Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Construction scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12
11 Lee, G. H., Kwon, J. S., Park, S. S., Kim, J. W., Kwon, H. G., & Park, H. K. (1999, March). The development of an instrument for the measuring of students' cognitive conflict levels. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA
12 김연수 (2002). 인지갈등의 불안 유형과 귀인의 동 기심리학적 요인에 따른 학생의 물리개념 변화 특성. 한국교원대학교 박사학위논문
13 방성식 (1987). 힘과 운동에 대한 중학생들의 개념 조사, 서울대학교 석사학위논문
14 이영직, 권재술 (1993). 오개념의 견고성 지수. 한국과학교육학회지, 13(3), 310-316
15 김지나, 이경호, 권재술 (2000). 갈등상황 제시 유형에 따른 학생들의 물리 개념 변화 유형. 새물리, 40(2), 84-93
16 이채은, 이경호, 김지나, 권재술 (2001). 인지갈등 상황 제시유형에 따른 고등학생들의 역학 개념 변화. 한국과학교육학회지, 21(4), 697-709
17 권재술, 이경호, 김연수 (2003). 인지갈등과 개념변 화의 필요조건과 충분조건. 한국과학교육학회지, 23(5), 574-591
18 박종원, 박문주 (1997). 힘과 운동과의 관계에서 인 지적 갈등을 일으키기 위한 시범에 대한 학생의 반응분석. 한국과학교육학회지, 17(2), 149-162
19 김영민, 정성오 (2003), 단진자 운동에 대한 오개념 분석. 제 43차 한국과학교육학회 동계학술대회
20 이경호, 권재술 (1999). 관성개념에 대하여 자기의 생각과 불일치하는 상황의 유형에 따른 학생의 반응. 한국과학교육학회지, 19(4), 516-527   과학기술학회마을
21 서상오, 진순희, 정성안, 권재술 (2002). 전기회로 학습에서 초등학생의 토론과 체험을 통한 인지갈등. 한국과학교육학회지, 22(4), 862-871   과학기술학회마을
22 Pfunt, H. & Duit, R.(1988). Bibliography students' alternative framework and science education (2nd Ed.). Kiel, Germany: IPN at the University of Kiel
23 김범기, 권재술 (1995). 과학개념과 인지적 갈등 유 형이 학생들의 개념 변화에 미치는 영향. 한국과학교육학회지, 15(4). 472-485
24 김익균 (1991). 대립개념의 증거적 비판논의와 반성 적 사고를 통한 대학생의 힘과 가속도 개념변화. 서울대학교 박사학위논문
25 Dreyfus, A., Jungwirth, E., & Eliovitch, R. (1990). Applying the 'cognitive conflict' strategy for conceptual change-some implications, difficulties, and problems. Science Education, 74(5), 555-569   DOI
26 Niaz, M. (1995). Cognitive conflict as a teaching strategy in solving chemistry problem: A dialectic constructivist perceptive. Journal of Research in Science Teaching, 32, 959-970   DOI   ScienceOn