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In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students' cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as a conceptual change intervention. A conception test was administered as a posttest. In analysing students' responses to the discrepant event, seven types of responses were identified: Rejection, reinterpretation, exclusion, uncertainty, peripheral belief change, belief decrease, and belief change. These types were then ordered into four levels. The results indicated that there existed a significant correlation between cognitive conflict and conceptual change. t-test results revealed that there were statistically significant differences in the degree of cognitive conflict by the levels of students' logical thinking ability and field dependence/independence. Meaningful learning approach, however, was found to have no statistically significant effect on cognitive conflict. Educational implications are discussed. 相似文献
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Jeongho Cha Sukjin Kang Lawrence C. Scharmann 《International Journal of Science Education》2013,35(10):1269-1289
In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on‐site inservice teacher training programmes. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents’ demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on‐site training programmes, although they still preferred on‐site types of programmes in areas such as conducting laboratory sessions and demonstrating manipulative skills. Preferences for online programmes tended to be stronger among preservice teachers than inservice teachers, and among non‐veteran teachers than in veteran teachers. Educational implications are discussed. 相似文献
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Sukjin Kang Lawrence C. Scharmann Taehee Noh Hanjoong Koh 《International Journal of Science Education》2013,35(9):1037-1058
In this study, the relationships among students’ cognitive/motivational variables, cognitive conflict, and conceptual change were investigated. Subjects were 159 seventh graders in Korea. Tests regarding logical thinking ability, field dependence/independence (FDI), meaningful learning approach, failure tolerance, mastery goal orientation, and self‐efficacy were administered to examine students’ cognitive/motivational characteristics. A preconception test and a test of responses to discrepant event were also conducted to examine the degree of students’ cognitive conflict induced by a discrepant event. Computer‐assisted instruction, designed to change an undifferentiated weight‐density concept into a scientific density concept, was then provided to students as a conceptual change intervention. A conception test was administered as a post‐test. The results indicated that FDI was the only statistically significant variable correlated with the degree of cognitive conflict. A stepwise multiple regression analysis revealed that logical thinking ability, FDI, and failure tolerance were statistically significant predictors of the conception test scores. Educational implications are discussed. 相似文献
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