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Article: Knowledge building as a mediator of conflict in conceptual change

TitleKnowledge building as a mediator of conflict in conceptual change
Authors
KeywordsPsychology
Issue Date1997
PublisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/ci
Citation
Cognition and Instruction, 1997, v. 15 n. 1, p. 1-40 How to Cite?
AbstractThis study examined how individuals and peers process scientific information that contradicts what they believe and assessed the contribution of this activity to conceptual change. Participants included 54 students in Grade 9 and 54 students in Grade 12, who were randomly assigned to four conditions: (a) individual conflict, (b) peer conflict, (c) individual assimilation, and (d) peer assimilation. Depending on the condition, students were asked to think aloud or discuss with their peers eight scientifically valid statements, which were presented in an order that either maximized or minimized the conflict between new information and existing beliefs. Pretest and posttest measures of prior knowledge and conceptual change were obtained, and student verbalizations were tape-recorded and coded for five levels of knowledge-processing activity. Two major approaches were identified from this analysis: direct assimilation, which involved fitting new information with what was already known, and knowledge building, which involved treating new information as something problematic that needed to be explained. A path analysis indicated that the level of knowledge-processing activity exerted a direct effect on conceptual change and that this activity mediated the effect of conflict. Knowledge building as a mediator of conflict in conceptual change helps to explicate previous equivocal research findings and highlights the importance of students' constructive activity in learning.
Persistent Identifierhttp://hdl.handle.net/10722/42662
ISSN
2015 Impact Factor: 2.172
2015 SCImago Journal Rankings: 2.018
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_HK
dc.contributor.authorBurtis, Jen_HK
dc.contributor.authorBereiter, Cen_HK
dc.date.accessioned2007-03-23T04:29:16Z-
dc.date.available2007-03-23T04:29:16Z-
dc.date.issued1997en_HK
dc.identifier.citationCognition and Instruction, 1997, v. 15 n. 1, p. 1-40en_HK
dc.identifier.issn0737-0008en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42662-
dc.description.abstractThis study examined how individuals and peers process scientific information that contradicts what they believe and assessed the contribution of this activity to conceptual change. Participants included 54 students in Grade 9 and 54 students in Grade 12, who were randomly assigned to four conditions: (a) individual conflict, (b) peer conflict, (c) individual assimilation, and (d) peer assimilation. Depending on the condition, students were asked to think aloud or discuss with their peers eight scientifically valid statements, which were presented in an order that either maximized or minimized the conflict between new information and existing beliefs. Pretest and posttest measures of prior knowledge and conceptual change were obtained, and student verbalizations were tape-recorded and coded for five levels of knowledge-processing activity. Two major approaches were identified from this analysis: direct assimilation, which involved fitting new information with what was already known, and knowledge building, which involved treating new information as something problematic that needed to be explained. A path analysis indicated that the level of knowledge-processing activity exerted a direct effect on conceptual change and that this activity mediated the effect of conflict. Knowledge building as a mediator of conflict in conceptual change helps to explicate previous equivocal research findings and highlights the importance of students' constructive activity in learning.en_HK
dc.format.extent2519011 bytes-
dc.format.extent25600 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.leaonline.com/loi/cien_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectPsychologyen_HK
dc.titleKnowledge building as a mediator of conflict in conceptual changeen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0737-0008&volume=15&issue=1&spage=1&epage=40&date=1997&atitle=Knowledge+Building+as+a+Mediator+of+Conflict+in+Conceptual+Changeen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1207/s1532690xci1501_1en_HK
dc.identifier.scopuseid_2-s2.0-0003165296-
dc.identifier.hkuros26206-
dc.identifier.isiWOS:A1997WN89100001-
dc.identifier.citeulike6539224-

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