• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.862-871
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• 2002

We investigated elementary students' conceptions of the simple electric circuit using a battery, a bulb and a wire, and made comparison between the cognitive conflict through peer discussion and the cognitive conflict through physical experience. Two hundred and sixty-four sixth grade students who already had learned about the electric circuit were participated. The questionnaire to investigate the student's conceptions about simple electric circuit consisted of 5 items drawing the wire connections between a battery and a bulb to light the bulb. The students in the discussion group paired randomly with student who had different conceptions, and then each pairs discussed about their ideas freely with each other. After discussion they conducted CCLT(Cognitive Conflict Level Test) which consisted of 4 factors; recognition, interest, anxiety, reappraisal. The physical experience group conducted a task in which they connected a battery and a bulb with a wire, then conducted CCLT. The sixth graders had various misconceptions. Most students were not aware of the scope of negative battery terminal and two electric terminals of a bulb. Many students emphasized the tip of a bulb and positive battery terminal. The score of CCLT in the discussion group was higher than in the physical experience group. This results showed that discussion with peers was more effective than physical experience to arouse cognitive conflict.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.125-143
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• 2014

In this study, we analyzed a mathematical discussion in the Calculus II course of the Gifted Science Academy and individual interviews to determine the relationship between cognitive conflicts and commognitive conflicts. The mathematical discussion began with a question from a student who seemed to have a cognitive conflict about the osculating plane of a space curve. The results indicated that the commognitive conflicts were resolved by ritualizing and using the socially constructed knowledge, but cognitive conflicts were not resolved. Furthermore, we found that the cause of the cognitive conflict resulted from the student's imperfect analogical reasoning and the reflective discourse about it could be a learning opportunity for overcoming the conflict. These findings imply that cognitive conflicts can trigger the appearance of commognitive conflicts, but the elimination of commognitive conflicts does not imply that cognitive conflicts are resolved.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.571-582
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• 2005

In spite of the importance of cognitive conflict in conceptual change, there has been little research on the characteristics of cognitive conflict in students enrolled at vocational high schools. The purpose of this study was to expose these students' cognitive conflict types and investigate characteristics of cognitive conflict according to the type of cognitive conflict. This paper examined how vocational students' motivational beliefs and epistemological beliefs affect the process of cognitive conflict when students are confronted with an anomalous situation related to the action and reaction concept. Results indicated that many vocational students experienced low levels of cognitive conflict and remained passive during the explanation of anomalous phenomenon or easily desisted any attempt to resolve the conflict situation because of their epistemological belief to depend on the external absolute knowledge of teachers, an extrinsic motivation to choose easier tasks, or reliance on the teachers' reputations. Therefore, Instructors need to recognize these characteristics in order to facilitate vocational students' conceptual change when presenting cognitive conflict tasks.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.886-897
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• 2009

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.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.408-415
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• 2004

The purpose of this study is to investigate the effect of the delayed resolution of cognitive conflict on middle school students' conceptual change in learning the concept of the action and reaction with cognitive conflict strategy. The subjects were divided into 3 groups according to the time in which teacher tried to resolve cognitive conflict: instant resolution group, 2-day delay resolution group, and 7-day delay resolution group. Pretest, just before test, posttest, and delayed posttest were examined to measure the degree of conceptual change. Delay resolution groups' students answered the questionnaire asking what they had done to resolve cognitive conflict during the period which had been delayed resolution of cognitive conflict. The results of this study were as follows. First, instant resolution group showed significantly more scientific conceptual change than delay resolution groups. Secondly, most of delay resolution groups' students who tried to resolve cognitive conflict interacted with their peers. Also, delayed resolution of cognitive conflict was not helpful to resolve cognitive conflict. Thirdly, in delay resolution groups, we found the tendency that students who spent more than 30 minutes trying to resolve cognitive conflict altered their preconceptions into scientific concepts more easily than the others did. According to the results of this study, instant resolution of cognitive conflict is more effective on scientific conceptual change than delayed resolution of cognitive conflict.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.216-225
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• 2004

Cognitive conflict plays a very important role towards conceptual change in science education. Many research were conducted on the topic, but they were limited and failed to determine the effectiveness of cognitive conflict strategies for conceptual change on science instruction. It is worth noting that the levels of cognitive conflict varied the same given situation. Besides, the conceptual change resulted in different forms, despite the same level of cognitive conflict. Assuming that one explanation could be found in the learners' characteristics, this study investigated the cognitive conflict and scientific conceptual change by learners' characteristics of middle school students. A proper understanding of the cognitive conflict will help science teachers to apply effectively the strategies towards science conceptual instruction. In this study, learners' characteristics are 'intelligence', 'cognitive level', 'general grade of science subject', 'cognitive style', 'personality', and 'attitudes related to science'. The results says; the intensity of cognitive conflict correlated with students' personality (reflectiveness) and attitudes related to science, and conceptual change correlated with intelligence and cognitive level.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.574-591
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• 2003

According to conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. The purpose of this study was to examine the role of cognitive conflict in the conceptual change process in detail. Specific research questions are as follows, 1) Is presenting of an anomalous situation necessary or sufficient condition for cognitive conflict? 2) Is cognitive conflict necessary or sufficient condition for conceptual change? To answer these questions, we analyzed the theories and research results in the related literature. At the end, we discussed the complex role of cognitive conflict in the conceptual change and future research.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.167-168
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• 2006

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.596-611
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• 2004

Based on conceptual change theory, cognitive conflict is known as an important factor for conceptual change even though there are still questions about its positive and negative effects on science learning. However there are little research which propose types of meaningful(constructive) cognitive conflict in learning science. The purpose of this study is to find out how are the anxiety types of cognitive conflict to which high school students respond in the action-reaction task, and to reveal what's the characteristic of the explanatory hypothesis according to the anxiety types. The result of this study indicated that first, the characteristics of the anxiety types of the cognitive conflict were classified as eight types. Especially the students who belong to the types of conviction of logical misconception and reasonable modification suggested explanatory hypothesis close to physical nature. On the other hand, the students who showed other types of anxiety except the two types of anxiety suggested temporary supported hypothesis or simple explanatory hypothesis based on students' observation and intuition. Finally we discussed the importance and the implication of the types of anxiety in applying the cognitive conflict strategy to science instruction.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.382-389
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• 2005

This study examined the effect of the results of ascertaining prediction on cognitive conflict and conceptual change by physics achievement. The participants of this study were 186 11th graders. They answered a pretest composed of two items, and through a demonstration on either of the two pretest items, they ascertained whether their predictions were correct or not. The cognitive conflicts were measured with CCLT. After brief instructive treatment, a posttest was conducted to measure the degree of conceptual change. The students who ascertained that their predictions were incorrect generated more cognitive conflicts and conceptual changes than those who ascertained they were correct. In addition, cases in which student physics achievement was low were found to produce more meaningful results of ascertaining predictions on cognitive conflict and conceptual change.