연소 개념 학습에서 변칙 사례에 의한 인지 갈등 및 상황 흥미가 개념 변화 과정에 미치는 영향
The Influences of Cognitive Conflict and Situational Interest by a Discrepant Event on the Conceptual Change Process in Learning the Concept of Combustion
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In this study, we investigated the role of a discrepant event from both cognitive and motivational perspectives in learning the concept of combustion. A preconception test, a test of response to a discrepant event, and a situational interest questionnaire were administered to 433 eighth graders. After learning the concept of combustion, the tests of attention, effort, and conceptual understanding were administered as post-tests. The reponses of 208 students who had been found to possess the target misconception were analyzed. The percentages of rejection and exclusion responses were relatively high compared to the previous studies about density concept, whereas a proportion of belief change was low. The results of the path analysis indicated that situational interest after presenting an alternative hypothesis had a direct effect and an indirect effect via attention and effort on conceptual understanding. Situational interest induced by a discrepant event directly influenced cognitive conflict after presenting an alternative hypothesis.
Abstract
In this study, we investigated the role of a discrepant event from both cognitive and motivational perspectives in learning the concept of combustion. A preconception test, a test of response to a discrepant event, and a situational interest questionnaire were administered to 433 eighth graders. After learning the concept of combustion, the tests of attention, effort, and conceptual understanding were administered as post-tests. The reponses of 208 students who had been found to possess the target misconception were analyzed. The percentages of rejection and exclusion responses were relatively high compared to the previous studies about density concept, whereas a proportion of belief change was low. The results of the path analysis indicated that situational interest after presenting an alternative hypothesis had a direct effect and an indirect effect via attention and effort on conceptual understanding. Situational interest induced by a discrepant event directly influenced cognitive conflict after presenting an alternative hypothesis.
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