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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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5:15PM - 6:00PM
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Author:
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Myung Su Hwang, Korea National University of Education
010-2564-1133, fox1120@hanmail.net
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Co-Author(s):
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Jae Sool Kwon, Jung Bog Kim
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Abstract:
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We found an effective sequence of phenomenological demonstration by analyzing the levels of cognitive conflict and the types of student's response according to presenting orders of series and parallel connection of electric light bulbs. Parallel connection ahead caused a higher score in cognitive conflict than series connection ahead. Also, we found that earlier representation of questions different from students' predictions is more efficient for causing cognitive conflict than earlier representation of predictable questions. Students solving questions about series circuit first and then parallel circuit recognized the difference of connections more easily compared to the opposite sequence. However, students experiencing the parallel connection first tried to find out more the scientific reasons in mixed connection questions. Presenting a parallel circuit before series circuit turned out to be more effective for strategy for higher cognitive conflict.
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Footnotes:
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None
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