Type:

Other

Description:

The purpose of this study was to understand middle school students' cognitive conflict levels when they were confronted with anomalous situations. The anomalous situations were created by two different methods; quantitative and qualitative demonstrations. In this research, two physics contexts, mechanics and electricity were used. In each context, two test items, one for quantitative demonstration and the other for qualitative demonstration were given to the students after a pretest. To measure the cognitive conflict levels, a Cognitive Conflict Levels Test (CCLT) developed by Lee et al. (1999) was used. The quantitative demonstration group showed higher cognitive conflict level than the qualitative group did in the electricity context; however, there was no significant difference in the mechanics context.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

mechanics,middle school students,Vocational/Professional Development Education,Middle School,NSDL,Cognitive Conflict Levels Test (CCLT),electricity,PERC 2002,learning theory,Physics,oai:nsdl.org:2200/20061213013618449T,Higher Education,NSDL_SetSpec_439869,Technology,Cognition,Education Foundations,Life Science,Education,Assessment,Cognitive Conflict,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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