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Influences of Cognitive Conflict and Non-cognitive Variables Induced by Discrepant Event and Alternative Hypothesis on Conceptual Change
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 Title & Authors
Influences of Cognitive Conflict and Non-cognitive Variables Induced by Discrepant Event and Alternative Hypothesis on Conceptual Change
Kang, Hun-Sik; Kwack, Jin-Ha; Kim, You-Jung; Noh, Tae-Hee;
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 Abstract
This study examined the influences of cognitive conflict and anxiety induced by a discrepant event and an alternative hypothesis, attention, and effort on conceptual change. Two hundred three students having misconceptions about density were selected from 462 seventh graders based on the results of a preconception test. Tests of cognitive responses and anxiety to a discrepant event were administered before and after presenting an alternative hypothesis. Computer-assisted instruction (CAI) was then provided to students as a conceptual change intervention. Tests assessing attention and effort allocated to the CAI, and conceptual understanding were administered as posttests. Cognitive conflict induced by a discrepant event was found to increase after presenting an alternative hypothesis. Pre-cognitive conflict induced by only a discrepant event exerted a direct effect on post-cognitive conflict induced by a discrepant event and an alternative hypothesis. Post-cognitive conflict had a direct effect on conceptual change. Pre-anxiety decreased after presenting an alternative hypothesis. Pre-anxiety influenced post-anxiety, and this influenced on conceptual change via effort negatively. Attention had a direct effect as well as an indirect effect on conceptual change via effort. These results suggest that the strategy presenting both a discrepant event and an alternative hypothesis to students in concept learning could facilitate conceptual change by inducing more cognitive conflict or active participation of students through the decrease of anxiety than that presenting a discrepant event only.
 Keywords
Cognitive Conflict;Alternative Hypothesis;Anxiety;Attention;Effort;Conceptual Change;
 Language
Korean
 Cited by
1.
대안가설이 도입된 인지갈등 전략에서 인지갈등 및 상황흥미와 학습 과정 변인이 개념변화에 미치는 영향,강훈식;최숙영;노태희;

대한화학회지, 2007. vol.51. 3, pp.279-286 crossref(new window)
2.
학습자의 인지적 특성이 개념 변화에 미치는 영향,강석진;박지애;최숙영;노태희;

대한화학회지, 2008. vol.52. 5, pp.561-568 crossref(new window)
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