排序方式： 共有4条查询结果，搜索用时 93 毫秒
1
1.
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
2.
The instructional influence upon students' conceptions and problem-solving ability of presenting pictures at the molecular level when introducing chemistry concepts and solving chemistry problems was investigated. Before instruction, the Group Assessment of Logical Thinking (GALT) was administered and its score was used as a covariate. For the treatment group, 31 pictorial materials were used during 21 hours of Korean academic high school chemistry classes. For the control group, traditional instruction was used. Six classroom observations (1 hour each in duration) for each group were made. After instruction, the Chemistry Conceptions Test, and the Chemistry Problem-Solving Test (CPST) consisting of 10 pairs of pictorial and algorithmic problems, were administered. Korean students' success on pictorial questions from the CPST was higher than that reported in the literature for college students; however, Korean students did very poorly on algorithmic questions. The GALT score was significantly correlated with students' conceptions and problem-solving ability. Analysis of covariance results indicated that instruction with pictorial materials at the molecular level helped students construct more scientifically correct conceptions than traditional instruction. However, use of the pictorial materials had no facilitating effect on problem-solving ability. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 199–217, 1997. 相似文献
3.
Higher Education institutions in Korea are undergoing restructuring in response to the government reform policy. As one aspect of the restructuring, many colleges are reducing or abolishing the athletic programmes. This study investigated the value of athletic programmes for college students by using the contingent valuation method. The results of a multivariate survival analysis with a convenience sample of 372 undergraduate students indicate that the monetary value of the willingness of a student to pay for athletic programmes was about KRW 116,000 per semester. Students’ level of involvement with and knowledge about intercollegiate athletics, as well as monthly allowance and year in college have positive effects on willingness to pay for athletic programmes. 相似文献
4.
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
1