Effects of Cognitive Conflict Instructional Strategy on Students' Conceptual Change in Temperature and Heat
Bibliographic Data
| ID | 3331128 |
|---|---|
| Authors | Barnabas Chidi Madu (University of Nigeria), Emma Orji, Emmanuel Ifeanyi Orji (0000-0003-3715-0873, University of Nigeria) |
| Year | 2015 |
| Volume | 5 |
| Issue | 3 |
| Pages | 5/3/2158244015594662 |
| Publication date | 2015-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244015594662 |
| OpenAlex | W2165102687 |
| Language | EN |
| Citations received | 4 |
| References cited | 15 |
The purpose of this study was to investigate the efficacy of cognitive-conflict-based physics instruction over the traditionally designed physics instruction on students' conceptual change in heat and temperature. The subjects were 249 senior secondary II students from 2 schools purposively sampled from 12 secondary schools. The 2 schools sampled had well-equipped laboratory, experienced physics teachers, and two intact classes. One of the intact classes in each school was assigned to control group. In one school, there were 70 subjects for experimental group and 60 for control group, while in the other school, there were 60 for experimental group and 59 for control group. Both groups were taught by the same teacher, and this lasted for 6 weeks of intensive treatment. The experimental group received cognitive-conflict-based instruction, while the control group received traditionally designed physics instruction. The instrument for obtaining the data was thermal concept evaluation (TCE). Students in both groups were pretested using TCE to establish their level of initial understanding of heat and temperature. At the end of the treatment, the same test was administered as posttest. The data generated from the TCE were analyzed using frequency and chi-square statistics, indicating that the level of understanding of heat and temperature was significantly dependent on the treatment. Based on the findings, some recommendations were made
Cognition · Conceptual change · Mathematics education · Statistics · Treatment and control groups · Computer Science · Education and Critical Thinking Development · Educational Research and Pedagogy · Mathematics · Psychology · Science Education and Pedagogy
Validation of the thermal concept evaluation test for Greek university students’ misconceptions of thermal concepts
Content representation as a foundation for lesson development and pedagogical content knowledge growth in biology teacher education
How do preservice mathematics teachers analyze and respond to student errors in solving probability problems using tree diagrams
Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |