지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this study was to analyze the characteristics of elementary school students’ prediction changes by the suggestion types in a multiple anomalous situation. We investigated the responses, the rate and time of changing prediction, and cognitive conflicts of the students when repeated anomalous situation was suggested in experimental or logical way in science classes focused on buoyancy. As the anomalous situation was repeated, the students to change the prediction increased in number and also the rates to choose the correct prediction became higher. The group who was exposed in experimental way changed their prediction more than in logical way. In addition, when we classified the students to change the prediction by types, the group in experimental way showed higher rate of NM, MM type and FFT type. With anomalous situation repeated, cognitive conflicts of the students has been gradually declining in both groups. But it seemed that the group in experimental way experienced higher mental conflicts. In particular, as students changed the prediction more and arrived at the correct answer after changing their prediction, all the more so. It is concluded that the degree of students' changing prediction and experiencing cognitive conflict can be different according to the suggestion types for situation. Therefore the correlation with cognitive conflict factors can be also observed with the types of students' reactions
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참고문헌 (22)
참고문헌 신청
Chi, M. T. / 2002 / The processes and challenges of conceptual change, In Reconsidering conceptual change: Issues in theory and practice / Kluwer Academic Publishers : 3 ~ 27
Dreyfus, A. / 1990 / Applying the "cognitive conflict" strategy for conceptual change.-Some applications, difficulties, and problems / Science Education 74 : 555 ~ 569
Druyan, S. / 1997 / Effects of the kinesthetic conflict on promoting scientific reasoning / Journal of Research in Science Teaching 34 : 1083 ~ 1099
Lee, G. H. / 2003 / Development of an instrument for measuring cognitive conflict in secondary-level science classes / Journal of Research in Science Teaching 40 : 585 ~ 603
Niaz, M. / 1995 / Cognitive conflict as a teaching strategy in solving chemistry problem: A dialectic constructivist perceptive / Journal of Research in Science Teaching 32
Dreyfus, A. / 1990 / Applying the "cognitive conflict" strategy for conceptual change.-Some applications, difficulties, and problems / Science Education 74 : 555 ~ 569
Druyan, S. / 1997 / Effects of the kinesthetic conflict on promoting scientific reasoning / Journal of Research in Science Teaching 34 : 1083 ~ 1099
Lee, G. H. / 2003 / Development of an instrument for measuring cognitive conflict in secondary-level science classes / Journal of Research in Science Teaching 40 : 585 ~ 603
Niaz, M. / 1995 / Cognitive conflict as a teaching strategy in solving chemistry problem: A dialectic constructivist perceptive / Journal of Research in Science Teaching 32
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