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http://dx.doi.org/10.14697/jkase.2006.26.6.723

Emotional Responses and Perceived Teaching-Learning Strategies for Effective Conceptual Change by the Types of Cognitive Responses to a Discrepant Event  

Kang, Hun-Sik (Seoul National University)
Kim, Min-Kyoung (Seoul National University)
Cha, Jeong-Ho (Daegu University)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.6, 2006 , pp. 723-731 More about this Journal
Abstract
In this study, twenty-eight 7th graders were interviewed to explore their emotional responses and perceived teaching-learning strategies for effective conceptual change by the types of cognitive responses to a discrepant event. The results revealed that cognitive conflict was more induced by a discrepant event when its reliability and validity were emphasized. The students' cognitive responses to a discrepant event, the existence of alternative hypotheses, and their clearness influenced the patterns of emotional responses such as interest and anxiety. Many students perceived that emotional responses would have positive influences on concept learning processes. In the cases of the students exhibiting cognitive responses such as belief decrease, peripheral belief change, and belief change, opinions about teaching-learning strategies for effective conceptual change were different depending on whether they had alternative hypotheses or not. Educational implications are discussed.
Keywords
cognitive conflict; discrepant event; conceptual change; alternative hypothesis;
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