The Impact of Cognitive and Affective Aspects of Cognitive Conflict on Learners' Conceptual Change about Floating and Sinking

Autor/inn/en	Hadjiachilleos, Stella; Valanides, Nicos; Angeli, Charoula
Titel	The Impact of Cognitive and Affective Aspects of Cognitive Conflict on Learners' Conceptual Change about Floating and Sinking
Quelle	In: Research in Science & Technological Education, 31 (2013) 2, S.133-152 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2013.811074
Schlagwörter	Psychological Patterns; Concept Formation; Scientific Concepts; Semi Structured Interviews; Grounded Theory; Grade 4; Grade 5; Grade 6; Elementary School Students; Middle School Students; Recognition (Psychology); Interests; Anxiety; Science Instruction + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Recognition; Wiedererkennen; Bildungsinteresse; Angst; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Background: Cognitive conflict has been identified as an important factor for bringing about students' conceptual change. Researchers draw attention to the need to study not only cognitive factors related to cognitive conflict but affective factors as well. Purpose: The purpose of this study was to investigate the contribution of cognitive and non-cognitive aspects involved in cognitive conflict on students' conceptual change. Sample: Fifteen students, five from each of fourth, sixth and eighth grades, participated in the study. Seven students were male, and the rest were female. All students had high academic performance and were good at explaining their reasoning. Design and method: The study focused on gaining in-depth information, using semi-structured clinical interviews, about students' thinking when they were engaged in an inquiry process, which incorporated cognitive conflict using a scenario about floating and sinking. Students' initial conceptions related to the phenomenon of floating and sinking were first diagnosed and, subsequently, discrepant events were presented to challenge their initial conceptions. The 15 interviews were qualitatively analyzed using the constant comparative analysis method. Results: The results of this study showed that students' conceptual change was directly related to both cognitive and affective aspects of cognitive conflict. The results also showed that some students showed persistence on alternative frameworks even after their exposure to cognitive conflict. Conclusions: Cognitive conflict is an idiosyncratic, or personal event, that may not be experienced by all learners in the same way. Thus, the effect of cognitive conflict on learners' conceptual change is directly related to learners' ability to experience and feel the conflict when it is presented to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10