We show the utility of following up collaborative group work with written exercises. In a previous paper we discussed promoting conceptual change using collaborative group exercises in a manner based on the notion of conceptual conflict developed by Hewson and Hewson in which representatives of differing viewpoints debate their outlook. In this paper, we describe an enhancement of this method based on Feyerabend's principle of counterinduction - the process by which one theory or idea is used to affect change in its rival. Students were required to follow up the conceptual conflict exercises with a written critique. Evaluations were done using the same enhanced version of the force concept inventory as administered to the students in the previous study.


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  • Grade 6
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  • Grade 9


force,NSDL,Active Learning,Education Foundations,Undergraduate (Lower Division),conceptual change,collaborative group work,Physics Education Research,General Physics,Graduate/Professional,Life Science,oai:nsdl.org:2200/20061003064009950T,Cognitive Conflict,Higher Education,Undergraduate (Upper Division),Cognition,student experiments,Physics,physics education,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Cooperative Learning



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