무중력 상태에 대한 예상의 확인 결과가 예비초등교사의 인지갈등과 개념변화에 미치는 영향
The Effects of the Result of Ascertaining Predictions on Pre-service Elementary Teachers' Cognitive Conflict and Conceptual Change in the concept of Weightlessness
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Abstract
This study examined the effects of the result of ascertaining predictions on cognitive conflict and conceptual changewhen students learned the concept of weightlessness. Participants were 200 pre-service elementary teachers. Theyanswered the pretest composed of two items. Through the demonstration on either of two items of the pretest, theyidentified whether their predictions were correct or not. In addition, students' cognitive conflicts were measured. Afterwho identified their own predictions on the experiment were incorrect there were, the more effective it was on cog-nitive conflict and conceptual change. And cognitive conflicts and conceptual changes of students who identified thattheir predictions were incorect were generated meaningfully more than those of students who identified that theirpredictions were corect. From these results, it is concluded that students who identified that their predictions werecorect experience cognitive conflicts, but their cognitive conflicts and conceptual changes were smaller than those ofstudents who identified that their predictions were incorect.
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