The Influences of Cognitive Conflict, Situational Interest, and Learning Process Variables on Conceptual Change in Cognitive onflict Strategy with an Alternative Hypothesis

Kang, Hun-Sik; Choi, Sook-Yeong; Noh, Taehee

doi:10.5012/jkcs.2007.51.3.279

Cited by 2 publications

(1 citation statement)

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“…The quantity and quality of students prior knowledge of basic concepts is pivotal to the ability to learn advanced and complex STEM topics [1,2]. As such, researchers endeavor to identify and research pedagogies and tools that reveal misconceptions in students' prior knowledge, in order to promote conceptual change learning [3].…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: The Electric Circuit Concepts Diagnostic (ECCD)

Hunsu,

Yao,

Al Weshah

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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His research interests are in learning and cognition, students' engagement in their learning contexts, and the assessment of learning and engagement in engineering classrooms. He conducts studies that examine student engagement and academic resilience in engineering education. He is currently the principal investigator on two NSF-funded projects. The first project examines factors that influence academic resilience among engineering students, while the other involves the development of a diagnostic tool to identify students' misconceptions in electrical engineering.

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Section: Introductionmentioning

confidence: 99%

Work in Progress: The Electric Circuit Concepts Diagnostic (ECCD)

Hunsu,

Yao,

Al Weshah

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Effects of Scientific Argumentation on Argument Tasks with Incorrect Alternative Ideas in Elementary Science Classes

Lim¹,

Jeong²

2014

Elementary Science Education

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The purpose of this study was to investigate the effect of scientific argumentation on argument tasks with incorrect alternative ideas in elementary science classes. The subjects were 41 fourth graders of 2 classes in an elementary school. In the experimental group, argument tasks with pictures including incorrect alternative ideas were suggested in order to facilitate argumentation. Students were asked to perform argumentation with the component of claim, evidence, and reasoning. In the control group, textbook-based traditional instruction was used. The results showed that scientific argumentation activities on argument tasks with incorrect alternative ideas had positive effects on students' science achievement and science-related affective domains. The analyses of students' argumentation revealed that argument tasks with incorrect alternative ideas could facilitate students' participation and exposure of their preconceptions. It also led students to find and connect evidence to support their claims. In some cases, students had difficulty in making appropriate argumentation because of unclear experimental data and/or invalid reasoning. Educational implications were discussed.

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The Influences of Cognitive Conflict, Situational Interest, and Learning Process Variables on Conceptual Change in Cognitive onflict Strategy with an Alternative Hypothesis

Cited by 2 publications

References 10 publications

Work in Progress: The Electric Circuit Concepts Diagnostic (ECCD)

Work in Progress: The Electric Circuit Concepts Diagnostic (ECCD)

Effects of Scientific Argumentation on Argument Tasks with Incorrect Alternative Ideas in Elementary Science Classes

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