• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.12-21
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• 2002

The purpose of this study is to understand middle school students' levels of cognitive conflict for the students provided quantitative demonstration and qualitative demonstration after the pre-test. 297 middle school students were selected from one school in Pusan. Action-reaction problem of mechanics and electric bulbs in parallel problem of electricity were used in the demonstration and the pre-test. Students' cognitive conflict levels were investigated using the developed items by Kwon(1999) et al. We compared cognitive conflict levels between quantitative demonstration group and qualitative demonstration group. In addition to, we compared cognitive conflict levels between students who changed their preconceptions and the students who adhered to their preconceptions. We investigated correlation between levels of faith with preconceptions and cognitive conflict levels. The study generated the following results. First, students who selected incorrect choice in pre-test showed the higher levels of cognitive conflict in quantitative demonstration group than qualitative demonstration group and students who selected correct choice in pre-test showed higher levels of cognitive conflict in qualitative demonstration group than quantitative demonstration group. Second, students who changed their preconceptions were higher levels of cognitive conflict than students who adhered their preconceptions. Third, students who selected incorrect choice in pre-test showed positive correlation between levels of faith with preconceptions and levels of cognitive conflict, and students who selected incorrect choice in pre-test showed negative correlation between levels of faith with preconceptions and levels of cognitive conflict.

• Journal of the Korean Chemical Society
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• v.53 no.4
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• pp.445-452
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• 2009

In this study, the influences of the context of discrepant events on the conceptual change process using cognitive conflict strategy were investigated in terms of students' cognitive and motivational variables such as cognitive conflict, situational interest, attention, effort, conceptual understanding. A preconception test was administered to 536 seventh graders. A test of response to a discrepant event and a situational interest questionnaire were then administered. The context of discrepant events, either scientific or everyday, was randomly presented to the subjects. After learning the concept of density, the tests of attention, effort, and conceptual understanding were administered. The reponses of 194 students who had been found to possess the target misconception were analyzed. The results revealed that the scientific-context discrepant event induced higher cognitive conflict than everyday-context one. The context of discrepant events, however, did not show significant correlations with situational interest, attention, effort, and/or conceptual understanding. The result of path analysis indicated that the context of discrepant events both directly influenced cognitive conflict and indirectly influenced conceptual understanding via cognitive conflict.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.596-611
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• 2004

Based on conceptual change theory, cognitive conflict is known as an important factor for conceptual change even though there are still questions about its positive and negative effects on science learning. However there are little research which propose types of meaningful(constructive) cognitive conflict in learning science. The purpose of this study is to find out how are the anxiety types of cognitive conflict to which high school students respond in the action-reaction task, and to reveal what's the characteristic of the explanatory hypothesis according to the anxiety types. The result of this study indicated that first, the characteristics of the anxiety types of the cognitive conflict were classified as eight types. Especially the students who belong to the types of conviction of logical misconception and reasonable modification suggested explanatory hypothesis close to physical nature. On the other hand, the students who showed other types of anxiety except the two types of anxiety suggested temporary supported hypothesis or simple explanatory hypothesis based on students' observation and intuition. Finally we discussed the importance and the implication of the types of anxiety in applying the cognitive conflict strategy to science instruction.

• Journal of The Korean Association For Science Education
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• v.28 no.3
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• pp.227-240
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• 2008

Cognitive conflict is well recognized as an important factor in conceptual change and is widely used in developing constructivism-based curricula. However, cognitive conflicts can also contribute to student anxiety during learning, which, when not properly addressed, can have negative impacts on students' motivation and achievement. Therefore, instructors need to be aware of the impacts of introducing cognitive conflicts in their instruction. We need a practical instrument that can help identify the existence and features of cognitive conflicts introduced by the instruction and the resulting anxiety. Based on the literature on studies of cognitive conflicts and student anxiety, we developed a quantitative instrument, the In-class Conflict and Anxiety Recognition Evaluation (iCARE), and used it to monitor the status of students' cognitive conflicts and anxiety in Physics by Inquiry (PBI) classes. In this paper, we introduce this instrument and present the types of information that can be obtained. Research and pedagogical values of this instrument are also discussed.

• Journal of Korean Elementary Science Education
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• v.24 no.1
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• pp.43-50
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• 2005

This study examined the effects of the result of ascertaining predictions on cognitive conflict and conceptual change when students teamed the concept of weightlessness. Participants were 200 pre-service elementary teachers. They answered the pretest composed of two items. Through the demonstration on either of two items of the pretest, they identified whether their predictions were correct or not. In addition, students' cognitive conflicts were measured. After brief instructional treatment, the posttest was conducted. The results of this study are as follows: The more students who identified their own predictions on the experiment were incorrect there were, the more effective it was on cognitive conflict and conceptual change. And cognitive conflicts and conceptual changes of students who identified that their predictions were incorrect were generated meaningfully more than those of students who identified that their predictions were correct. From these results, it is concluded that students who identified that their predictions were correct experience cognitive conflicts, but their cognitive conflicts and conceptual changes were smaller than those of students who identified that their predictions were incorrect.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.354-365
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• 2007

The purpose of this study was to understand the undergraduate students' response characteristics by their cognitive conflict levels and result predictions when they were confronted with the learning tasks of action & reaction and electric circuits. The 147 engineering college students who were enrolled at the introductory physics classes were selected as the subjects for this study. The students were grouped by cognitive levels and result predictions. First, in action and reaction task, the trend of suspecting experimental results and finding the reasons was dominant; however, in electric circuits, the trend of accepting the results was dominant. Second, the reasons for the responses on the subcategories of cognitive conflict were different by the level of cognitive conflict. The responses were influenced by students' preexisting knowledge, former experiences, learning habits, learning motivation, and epistemological beliefs, etc. The high conflict group recognized what they do not consider and was positive to reappraise their preconceptions, while the low conflict group showed the tendency of accepting the situation without doubt and low interest on learning physics. In conclusion, students responses showed differences in cognitive conflict levels, result predictions and presented conflict tasks. The research results, especially the response characteristics, suggest that more research on effective cognitive conflict strategies appropriate for different tasks and students' conflicts are necessary for effective physics teaching.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.279-286
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• 2007

In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

• Journal of the Korean Chemical Society
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• v.51 no.1
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• pp.56-64
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• 2007

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.

• Journal of The Korean Association For Science Education
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• v.16 no.3
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• pp.239-248
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• 1996

Many science teaching models have been devised and published for the students' conceptual change by researchers. However, the science teachers have been confused with so many models to be used in teaching science. Since the models are composed of ambiguous statements, it seems to be difficult for the teachers to understand their characteristics and natures. Therefore, the models were difficult to be adopted in science instructions. In this study, the researcher developed two checklists which were devised especially for the teachers who apply the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy) in Science Concept Instruction. One is for planning instructions using the model, the other is for examining or analysing them. Each of them consisted of 20 items and 33 items, respectively. Using these checklists, the Cognitive Conflict Process Model can be checked whether it was applied properly in actual instruction or not.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.19-29
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• 1992

In this study, five learning models were compared and discussed in terms of their learning procedures and learning strateies. After a brief introduction of each model, the author discussed the differences and similarities among the five learning models. As a result, Kwon's procedual learning (Kwon, 1989) seemed to encompass almost all the learning models proposed by the other four author. All the models emphasized the importance of cognitive conflict. However, I. K.Kim(1991), Park(1992) and Y.M.Kim(1991) seemed to be concentrated their attention on the cognitive conflict between concepts ; while Hashweh and Kwon emphasized cognitive conflict between cognitive structure and environment. The study also suggested more study on the empirical evidence of the three kinds of the cognitive conflicts proposed by Kwon(1989) and on the development of learning strategies to induce and overcome the cognitive conflicts.