Browse > Article
http://dx.doi.org/10.14697/jkase.2009.29.8.886

Effects of Cognitive Conflicts before Confronting Anomalous Phenomena on Middle School Students' Conceptual Changes in Physics  

Kwon, Mi-Rang (Namsan Middle School)
Kim, Ji-Na (Pusan 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.29, no.8, 2009 , pp. 886-897 More about this Journal
Abstract
One of useful strategies to change students' misconceptions into scientific conceptions in physics is the cognitive conflict strategy, the main point of which is to arouse cognitive conflicts by presenting anomalous phenomena to students. However, it has been reported that students experienced cognitive conflicts while expecting or reasoning results of an experiment before confronting an anomalous phenomenon. Therefore, we have examined how much students' cognitive conflicts were aroused before presenting an anomalous phenomenon. Then, we investigated the effects of the cognitive conflicts aroused prior to the students' confrontation with an anomalous phenomenon, both on the cognitive conflicts occurring after the students' confrontation with it, and on the students' conceptual changes. This study was performed during regular classes about light-source and weightlessness concepts. Subjects from two different middle schools in Pusan took part in the study. Preconceptions, degrees of cognitive conflicts before and after confronting anomalies, and postconceptions were checked during the classes. Then, delayed postconceptions were also checked in 3 weeks. As a result, the degree of cognitive conflicts before confronting an anomaly was as much as the degree of cognitive conflicts after it. There was significant correlation between both conflicts. Also the degree of cognitive conflicts before confronting an anomaly was a main factor in predicting the conceptual changes, while both conflicts had been related separately to the conceptual changes.
Keywords
conceptual changes; cognitive conflicts;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 권난주, 권재술 (2004). 인지갈등 전략을 이용한 과학 개념변화에서 학습자 특성의 효과. 한국과학교육학회지, 24(2), 216-225   과학기술학회마을
2 권미랑, 김지나, 최혁준, 김중복, 권재술 (2005). 그네타기 체험을 통한 인지갈등 전략이 학생들의 단진자에 작용하는 힘 개념에 미치는 영향. 한국과학교육학회지, 25(5), 583-594   과학기술학회마을
3 김지나, 최혁준, 권재술 (2002). 정량적 현상제시와 정성적 현상제시에 의한 학생들의 인지갈등 정도. 한국과학교육학회지, 22(1), 12-21   과학기술학회마을
4 이영직 (1998). 인지갈등에 의한 고등학생의 물리개념변화. 한국교원대학교 박사학위논문
5 최진만 (2003). 인지갈등 유발수업이 중학생의 빛의 직진성 개념변화에 미치는 효과. 한국교원대학교 석사학위논문
6 Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press
7 Piaget, J. (1985). The Equilibration of cognitive structures. Chicago: University of Chicago Press
8 박종원 (1992b). 인지적 갈등의 이론적 모형. 전남대학교 과학교육연구지, 16(1), 17-35
9 권난주 (2000). 인지갈등에 의한 중학생의 과학개념변화에서 학습자특성의 영향. 한국교원대학교 박사학위논문
10 이채은, 이경호, 김지나, 권재술 (2001). 인지갈등 상황 제시유형에 따른 고등학생들의 역학 개념 변화. 한국과학교육학회지, 21(4), 697-709   과학기술학회마을
11 황명수 (2007). 전구의 연결에서 현상제시 순서에 따른 학생들의 반응. 한국교원대학교 석사학위논문
12 Dreyfus, A., Jungwirth, E., & Eliovitch, R. (1990). Applying the "cognitive conflict" strategy for conceptual change -Some implication, difficulties, and problems. Science Education, 74(5), 555-569   DOI
13 Redish, E. F. (2003). Teaching physics: With the physics suite. Hoboken, NJ: John Wiley & Sons
14 Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw-Hill
15 이경호, 권재술 (1999). 관성개념에 대하여 자기의 생각과 불일치하는 상황의 유형에 따른 학생의 반응. 한국과학교육학회지, 19(4), 516-527   과학기술학회마을
16 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(6), 585-603   DOI   ScienceOn
17 Chinn, C. A., & Brewer, W. F. (1998). A empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654   DOI   ScienceOn
18 권재술 (1989). 과학 개념 형성의 한 인지적 모형. 물리교육, 7(1), 1-9
19 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
20 Duit, R. (1999). Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp.263-282). New York: Pergamon
21 Gredler, M. E. (1992). Learning and instruction: Theory into practice (2nd). New York: Macmillan
22 Hashweh, M. Z. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8(3), 229-249   DOI
23 Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227   DOI
24 김지나 (1997). 갈등 상황 제시 유형에 따른 학생들의 물리 개념변화. 한국교원대학교 석사학위논문
25 김정환 (1999). 과학학습에서 불일치 상황에 대면한 중학생의 인지갈등 측정도구 개발. 한국교원대학교 석사학위논문
26 Druyan, S. (1997). Effect of the kinesthetic conflict on promoting scientific reasoning. Journal of Research on Science Teaching, 34(10), 1083-1099   DOI   ScienceOn
27 최혁준 (2003). 무중력 상태에 대한 예상의 확인결과가 대학생의 인지갈등과 개념변화에 미치는 영향. 한국교원대학교 박사학위논문
28 정대연 (2004). 사회통계학. 제주대학교 출판부
29 Niaz, M. (1995). Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic-constructivist perspective. Journal of Research on Science Teaching, 32(9), 959-970   DOI   ScienceOn
30 박종원 (1992a). 상대론 기초 개념변화에 있어서 초인지의 역할. 서울대학교 박사학위논문
31 박종원 (2003). 학생 개념의 연속적 세련화와 정교화를 통한 변화 과정-대학생 반응 분석-. 한국과학교육학회지, 23(3), 276-285   과학기술학회마을