• 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 The Korean Association For Science Education
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• v.29 no.8
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• pp.886-897
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• 2009

One of useful strategies to change students' misconceptions into scientific conceptions in physics is the cognitive conflict strategy, the main point of which is to arouse cognitive conflicts by presenting anomalous phenomena to students. However, it has been reported that students experienced cognitive conflicts while expecting or reasoning results of an experiment before confronting an anomalous phenomenon. Therefore, we have examined how much students' cognitive conflicts were aroused before presenting an anomalous phenomenon. Then, we investigated the effects of the cognitive conflicts aroused prior to the students' confrontation with an anomalous phenomenon, both on the cognitive conflicts occurring after the students' confrontation with it, and on the students' conceptual changes. This study was performed during regular classes about light-source and weightlessness concepts. Subjects from two different middle schools in Pusan took part in the study. Preconceptions, degrees of cognitive conflicts before and after confronting anomalies, and postconceptions were checked during the classes. Then, delayed postconceptions were also checked in 3 weeks. As a result, the degree of cognitive conflicts before confronting an anomaly was as much as the degree of cognitive conflicts after it. There was significant correlation between both conflicts. Also the degree of cognitive conflicts before confronting an anomaly was a main factor in predicting the conceptual changes, while both conflicts had been related separately to the conceptual changes.

• Journal of Educational Research in Mathematics
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• v.24 no.2
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• pp.125-143
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• 2014

In this study, we analyzed a mathematical discussion in the Calculus II course of the Gifted Science Academy and individual interviews to determine the relationship between cognitive conflicts and commognitive conflicts. The mathematical discussion began with a question from a student who seemed to have a cognitive conflict about the osculating plane of a space curve. The results indicated that the commognitive conflicts were resolved by ritualizing and using the socially constructed knowledge, but cognitive conflicts were not resolved. Furthermore, we found that the cause of the cognitive conflict resulted from the student's imperfect analogical reasoning and the reflective discourse about it could be a learning opportunity for overcoming the conflict. These findings imply that cognitive conflicts can trigger the appearance of commognitive conflicts, but the elimination of commognitive conflicts does not imply that cognitive conflicts are resolved.

• 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 Korea Trade
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• v.26 no.3
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• pp.1-22
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• 2022

Purpose - Social media platforms have presented individuals with an opportunity to create and maintain their social relationship through the use of social media services. However, such social relationship has a negative influence on users' interest in social media. Design/methodology - Using structural equation modeling, this study seeks to examines the effects of different social media conflicts (individual and social conflicts) on users' psychological internal state, especially user apathetic behavior Findings - The findings confirm that, among social media conflicts, social-related conflict, especially social interaction overload has a negative effect on cognitive resonance, while individual conflict has the highest effect on cognitive dissonance. Also, cognitive dissonance has a much greater effect than cognitive resonance on user resistance, this means that users' negative perception of social media has a greater influence on their resistance. Lastly, user's resistance was found to have a positive influence on user's apathetic behavior. Originality/value - In other to capture social media Apathetic behavior, this study focus on social media conflict perspective, which includes social-related conflict and individual conflict, which are found to influence users' internal states towards social media and further induce social media behavior. This study is unique because it is among the first to explore social media apathetic behavior by focusing on the influence of both external social media conflict and internal state. Also, this study proposed that social related conflict has a higher negative influence on WeChat user than individual related conflict.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.247-262
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• 2000

This study suggests a theoretical model and examples of overcoming cognitive obstacles related to the limits of mathematical sequences. The model includes 3 stages, that is, an exposure of obstacles, the awareness of conflicts, and the resolutions of conflicts. Also this model emphases discussions of teacher and students or among students. Such a discussion stimulates reflections of students having cognitive obstacles, helps them to cast away their old conceptions and to obtain right concepts.

• 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.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2017.05a
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• pp.195-218
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• 2017

The paper tests the above socio-cognitive model with four empirical case studies of leading Korean science and technology research and technology transfer organizations. The case studies demonstrate clear differences in individuals' frames about the technology transfer process and arising conflicts. As a result, technology transfer process is not fully controllable and is highly contextual. We argue, whereas public policy in countries approaching technology frontier provides essential support for defining and exploiting best practices (routines/pathways) for technology transfer at organizational level, they have not matured enough to support the timely identification and resolution of conflicts between individual actors, hence the inefficiencies. Therefore, among others, public policy for technology transfer could consider allowing an inclusive approach to recognition of best practices for technology transfer and innovation processes, increased social interactions between technology transfer actors, and their training on resolution of individual level cognitive conflicts.

• Korean Journal of Child Studies
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• v.21 no.2
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• pp.157-169
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• 2000

This study investigated the effects on interpersonal cognitive problem-solving skill of discussion with children of moral conflicts in traditional fairy tales. The subjects were forty 4-to 5-year-old children. The experimental group took part in discussion after hearing traditional fairy tales showing moral conflict, and the control group only listened to the fairy tales. Statistical analysis was by the SAS program. Conclusions were that discussion of moral conflicts found in traditional fairy tales brings about a positive result in children's interpersonal cognitive problem-solving skill.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.298-310
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• 2012

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.