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KMID : 1059520070510010056
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Journal of the Korean Chemical Society
2007 Volume.51 No. 1 p.56 ~ p.64
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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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Kang Hun-Sik
Kwack Jin-Ha
Kim Yu-Jung
Noh Tae-Hee
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Abstract
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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.
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KEYWORD
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Cognitive Conflic, Alternative Hypothesis, Anxiety, Attention, Effort, Conceptual Change
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