Type:

Other

Description:

Describes a study of high school students that investigated students' responses to an anomaly generated by the juxtaposition of opposing explanatory frameworks and examined the nature and impact of cognitive conflict as students moved from prescientific to scientific explanatory frameworks concerning the concept of force.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

NSDL,Computer Assisted Instruction,Conceptual Frameworks,Education Foundations,Secondary Education,Student Reaction,Classical Mechanics,Learning Processes,Physics,Student Characteristics,Science Instruction,Applications of Newton's Laws,Life Science,Affect,Concept Formation,Cognition,Cognitive Dissonance,Computer Simulation,Secondary School Science,Cognition Development,Cognitive Conflict,Force,Technology,Pretests Posttests,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Computing and Information,Education,oai:nsdl.org:2200/20061003062829734T

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
This resource has not yet been aligned.
Curriki Rating
'NR' - This resource has not been rated
NR
'NR' - This resource has not been rated

This resource has not yet been reviewed.

Not Rated Yet.

Non-profit Tax ID # 203478467