The role of anomaly and of cognitive dissonance in restructuring students' concepts of force

Gorsky, Paul; Finegold, Menahem

doi:10.1007/bf00892158

Cited by 24 publications

(23 citation statements)

References 11 publications

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“…Logical thinking ability was associated with efficiency in processing inconsistent information and initiating cognitive conflict for conceptual change (Gorsky & Finegold, 1994;Kang et al, 2004;Lawson & Thompson, 1988;Oliva, 2003;Park & Han, 2002).…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

“…However, learners with lower logical thinking ability seemed to lack the reasoning skills needed to internally evaluate inconsistent information and to identify cognitive conflict (Lawson & Thompson, 1988). Moreover, Gorsky & Finegold (1994) and Oliva (2003) indicated that students with higher logical thinking ability could rely on themselves to process conflicting information and overcome alternative conceptions.…”

Section: Logical Thinkingmentioning

confidence: 99%

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Conceptual change with refutational maps

Liu

Nesbit

2018

International Journal of Science Education

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Section: Discussion Of the Resultsmentioning

confidence: 99%

Section: Logical Thinkingmentioning

confidence: 99%

Conceptual change with refutational maps

Liu

Nesbit

2018

International Journal of Science Education

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“…Most experiments favour processes of cognitive conflict with the challenge of conceptual change as their aim. This research has similarities to that of Finegold and Gorksy (1988;Gorksy and Finegold 1994). For instance, students choose the vectors of forces-which are on the screen-and place them on the body, e.g.…”

Section: Force Interactions-an Instructional Problemmentioning

confidence: 97%

“…What follows is a presentation in summary form of certain cases which we referred to in the design of our own software. Finegold and Gorksy (1988;Gorksy and Finegold 1994) developed a computer program including five simulations concerned with forces acting on objects at rest or in motion, e.g. a book resting on a table, a book sliding on a table with or no friction after being propelled by a spring.…”

Section: Force Interactions-an Instructional Problemmentioning

confidence: 99%

“…Others have designed and put into practice studies of the process of conceptual change through the teaching of the Three Laws of Newton (Tao and Gunstone 1999a;Savinainen and Scott 2002a). Recent years have seen the development of a new research trend, in which efforts are made to use educational software for the teaching of force interaction, as well as the Three Laws of Newton, taking into account the findings of the above mentioned research (Finegold and Gorksy 1988;Gorksy and Finegold 1994;Tao and Gunstone 1999b;Yeo et al 1999;Kolokotronis and Solomonidou 2003;Pol et al 2005).…”

Section: Introductionmentioning

confidence: 95%

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Educational software for improving learning aspects of Newton’s Third Law for student teachers

2009

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In this paper, we present the design, development, implementation and evaluation of educational software "Newton-3", aiming at the learning of Newton's Third Law by student-teachers who are not Physics majors. We describe the theoretical issues of our teaching approach and the various software tasks that we designed in order to promote students' understanding. Specifically, the software is designed for the teaching of gravitational and electrostatic interactions between two distant bodies at rest. It is a web-based application and runs on a simple web browser with Macromedia Flash plug-in installed. The development of software and its integration into teaching-learning sequence is based on three main characteristics: the range of contexts in which the concept of force interaction applies, in the specification of the concept, and in an appropriate teaching learning environment (IDRF). We trialled the software on two groups of 8 primary school and 8 pre-school student-teachers, for 3 teaching periods, in the School of Education of our University. The research results indicate that the implementation was effective as the majority of the teacher-students improved their own knowledge concerning the existence and representation of gravitational and electrostatic interactions. An interesting result reveals that student-teachers have difficulty in perceiving the equality of magnitudes of action and reaction forces. This problem seems to be overcome after the teaching of the Inverse square law.

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An empirical test of a taxonomy of responses to anomalous data in science

Chinn

Brewer

1998

J. Res. Sci. Teach.

272

200

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The purpose of this study was to test a taxonomy of seven proposed responses to anomalous data. Our results generally supported the taxonomy but indicated that one additional type of response should be added to the taxonomy. We conclude that there are eight possible responses to anomalous data: (a) ignoring the data, (b) rejecting the data, (c) professing uncertainty about the validity of the data, (d) excluding the data from the domain of the current theory, (e) holding the data in abeyance, (f) reinterpreting the data, (g) accepting the data and making peripheral changes to the current theory, and (h) accepting the data and changing theories. We suggest that this taxonomy could help science teachers in two ways. First, science teachers could use the taxonomy to try to anticipate how students might react to anomalous data so as to make theory change more likely. Second, science teachers could use the taxonomy as a framework to guide classroom discussion about the nature of scientific rationality. In addition, the taxonomy suggests directions for future research.

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The role of anomaly and of cognitive dissonance in restructuring students' concepts of force

Cited by 24 publications

References 11 publications

Conceptual change with refutational maps

Conceptual change with refutational maps

Educational software for improving learning aspects of Newton’s Third Law for student teachers

An empirical test of a taxonomy of responses to anomalous data in science

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