• Journal of The Korean Association For Science Education
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• v.27 no.5
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• pp.404-411
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• 2007

The purpose of this study was to examine the types of explanation about different experimental data on students' preconceptions on physical experiment. 45 students were selected from P University by examining their pre-test. The subjects had a scientific conception about a simple pendulum's period of movement, and expected that there was no change in the movement even when the mass of water increased in the can. The students were presented data about pendulum movement inside a can. They recorded this in a blank table and drew a graph about the movement of the pendulum. The responses of students were tested by presenting written anomalous experimental data. Students' recognition, trust about the anomalous data, cognitive conflict, belief change about their preconceptions were examined with written tests also. To measure students' cognitive conflict levels, CCLT (Cognitive Conflict Levels Test) developed in a previous study was used. Some students responded based on preconceptions and regarded the data as manufactured data or experimental error. The students who recognized the anomaly in the situation showed higher cognitive conflict levels than those who didn't recognize the anomaly in the situation. The students who changed their beliefs about preconceptions recognized the data as anomalous situations and showed high cognitive conflict levels than those who didn't abandon their preconceptions. The students who have unchanged beliefs about their preconceptions regarded the data as experimental error.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.472-486
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• 1995

The purpose of this study was to classify the types of scientific concepts by theoretical concepts and empirical concepts in physics, and to create cognitive conflict in students with logical statements and demonstrations, and to investigate conceptual changes. It seems that mechanics has much to do with the empirical concepts, and electromagnetics has much to do with the theoretical concepts. The condition of the instrument is intellegible, plausible, fruitful, and able to state and demonstrate. The instrument appropriate for these conditions was developed, which consisted of 6 items in mechanics and 6 items in electromagnetics, and conceptual changes were investigated. Structured interviews were conducted with 32 high school students to create cognitive conflict. We have elicited their ideas three times : pretest, posttest and delayed posttest. As the results of this study, demonstration method was more effective for conceptual change than logical argument method. In case of content areas, the misconceptions on mechanics concepts were changed more easily than those on electromagnetics concepts. In addition, the results of the study showed that the more cognitive conflict, the more the conceptual change was occurred.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.261-271
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• 1998

This study investigated the influences of applying the Cognitive Conflict Process Model (the Procedural Teaching Model using Cognitive Conflict Strategy: Kwon, 1989) upon students' achievement and attitudes in a middle school science concept instruction. For the treatment group, science instruction to apply the Cognitive Conflict Process Model was used. For the control group, traditional instruction was used. Prior to instruction, students' pre-conceptions test and attitudes test related to the science were administered. After instruction, the above two tests and the regular examinations were measured. Also students' perceptions of their teacher's new teaching style was investigated by questionnaire. But, above all, the main purpose of this study was to investigate the principal accompanying matters of general application of the teaching model to science concept instruction rather than conceptual and attitudinal change. Therefore, this study identified necessary conditions of applying the teaching model to science instruction.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.595-603
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• 2002

The influences of the characteristics of anomalous data on cognitive conflict and conceptual change in learning density were investigated. The subjects were 416 seventh graders. First, the Group Assessment of Logical Thinking and a preconception test were administered. A questionnaire on the responses to anomalous data was then administered. In the questionnaire, four types of anomalous data varying presentation type (movie/text) and authority level (high/low) were randomly presented. After a computer-assisted instruction on density, a conception test was administered. The results indicated that anomalous data presented in movie type significantly induced more cognitive conflict than that in text type. Students presented with anomalous data of high authority scored higher in the conception test than those of low authority. There were no significant interactions between the characteristics of anomalous data and students' logical thinking ability in the scores of both the cognitive conflict and the conception test.

• Journal of Information Technology Services
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• v.13 no.1
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• pp.1-21
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• 2014

In IT service quality research, the relationship between the service quality and clients' satisfaction was the focus of many studies while in relationship quality research, the influence of trust and conflict on relationship commitment seems to be the focus. In this study, these two research streams are integrated and a theoretical research model is proposed consisting of IT service quality, satisfaction, trust and relationship commitment with conflict as a moderator for the overall psychological mechanism. As satisfaction represents emotional response while trust cognitive response, this research model integrated both emotional and cognitive aspects of relationship maintenance in the IT service context. Analysis of data collected from 262 employees of global IT service firm revealed the differential effects of reliability, responsiveness, assurance and empathy on satisfaction and trust. Also, depending upon the level of conflict, the effects of reliability and assurance were found to be moderated. Further analysis revealed more profound mechanism at work relating emotional and cognitive aspects in the psychology of relationship maintenance in IT service context. Practical implications are further discussed in the conclusion.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.689-696
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• 2001

Students who have correct conception didn't show big changes in a test of cognitive conflict, while students who have misconception made significant changes Most students who had misconception were considerably curious about demonstration of an actual phenomenon. On the other hand, according to their own confidence of preconception, the higher confidence of misconception is, the bigger conflicts are and when they meet some different phenomenon unlike their ideas, their psychological shock was big. After a cognitive conflict lesson, students' conception was significantly changed regardless of students' confidence of preconception and the persistence effect new conceptions showed similar result as preceeding research regardless of confidence of preconception. That is, the change decreased from immediate after demonstration of an conflict situation to a week after. After conceptual change, students' confidence of correct conception was generally increased, so it turned out that cognitive conflict lesson had a positive effect on students who had a misconception.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.382-389
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• 2005

This study examined the effect of the results of ascertaining prediction on cognitive conflict and conceptual change by physics achievement. The participants of this study were 186 11th graders. They answered a pretest composed of two items, and through a demonstration on either of the two pretest items, they ascertained whether their predictions were correct or not. The cognitive conflicts were measured with CCLT. After brief instructive treatment, a posttest was conducted to measure the degree of conceptual change. The students who ascertained that their predictions were incorrect generated more cognitive conflicts and conceptual changes than those who ascertained they were correct. In addition, cases in which student physics achievement was low were found to produce more meaningful results of ascertaining predictions on cognitive conflict and conceptual change.

• Journal of The Korean Association For Science Education
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• v.27 no.1
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• pp.18-27
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• 2007

This study examined the influences of cognitive conflict and non-cognitive variables induced by a discrepant event on process of conceptual change, and the processes that a discrepant event lead to situational interest. Seventh graders participated in this study. A preconception test was administered to select students possessing misconceptions about density. The tests of cognitive response and situational interest to a discrepant event were administered. After learning with a CAl program, the tests assessing attention and effort allocated to the CAl, and conceptual understanding were also administered. A path analysis revealed that cognitive conflict induced by a discrepant event caused situational interest, which in turn increased attention and/or effort and thus, resulted in conceptual change. The results of the path analysis on the processes in which a discrepant event led to situational interest suggested that novelty may be a primary source of situational interest. Novelty influenced situational interest directly as well as through attention demand, exploration intention, and instant enjoyment. Moreover, novelty exerted a direct effect on challenge, which in turn had negative effects on instant enjoyment directly as well as through cognitive conflict, and thus, decreased situational interest. However, the path coefficients of the latter were relatively smaller than those of the former. Educational implications are discussed.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.70-88
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• 2006

The purpose of this study is to investigate the effect of a multiple cognitive conflict strategy at remedying student's misconceptions. Elementary students have many misconceptions about the brightness of the electric bulb in simple dual circuits. Most of the misconceptions can be summed up as 'the more batteries or the fewer bulbs, the brighter is the output.' The students have learned about the brightness of the electric bulb while connected to a battery in Grade 4 and the brightness of multiple electric bulbs in Grade 5. However, about $50%$ of the students remain with the firm misconception that the brightness of the bulb is related to the number of source batteries. This strong misconception may not lead to a conceptual change in the case of only one cognitive conflict. This study used a multiple conflict strategy while tackling the cognitive conflicts in the students as they solved the problems many times. It involved 160 grade 5 students. The result was they often changed their misconceptions and used more scientific thinking than the same grade students of other schools. It remains to be seen if this success will transfer to other schools and students and we intend on studying further the differences in students regarding this learning process.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.586-594
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• 2002

In this study, the relationships among cognitive conflict, situational interest, and conceptual change in studying boiling point were investigated. The differences in the relationships by gender were also investigate. Students of 7th grade(N=370) participated in this study. First, a preconception test was administered to choose students who possessed the misconception studied. After presenting anomalous data, test of response to anomalous data and state interest test were administered. After the instruction with a CAI program, a conception test was administered immediately. The conception test was administered again as a retention test four weeks later. The scores of both cognitive conflicts and state interest test were found to be significantly correlated with the scores of the conception test and the retention test. The results of multiple regression analysis indicated that state interest was significantly more important than cognitive conflict in prediction the degrees of conceptual change and retention of conception. For male students, state interest was the only significant predictor of conceptual change and retention of conception. In contrast, cognitive conflict was the only significant predictor for female students.