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http://dx.doi.org/10.5012/jkcs.2002.46.1.083

Relationships among Students' Self-Regulation Strategy, Cognitive Conflict, and Conceptual Change in Learning Density  

Kang, Suk-Jin (Center for Educational Research, Seoul National University)
Shin, Sook-Hee (Department of Chemistry Education, Seoul National University)
Noh, Tae-Hee (Department of Chemistry Education, Seoul National University)
Publication Information
Journal of the Korean Chemical Society / v.46, no.1, 2002 , pp. 83-89 More about this Journal
Abstract
In this study, students' responses to anomalous data in studying ‘density' were analyzed, and the relationships among trait/state self-regulation strategies, the degree of cognitive conflict, and conceptual change were examined. A trait self-regulation strategy test, a preconception test, and a test of response to anomalous data were administered to 352 eighth graders. Among them, 146 students whose preconceptions were consistent with the presented initial theory were selected. After they had read a scientific explanation, a state self-regulation test and a researcher-made conception test were administerd. There were no significant correlations among the subcategory scores of trait/state self-regulation strategies and the degree of cognitive conflict. The scores of the conception test were significantly correlated with those of trait planning, trait effort, state planning, state self-monitoring, and state effort. State effort was only a significant predictor on students' conceptual change.
Keywords
cognitive conflict; conceptual change; trait/state self-regulation strategies;
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