Exploring variations in the implementations of cognitive conflict strategies in physics education

Date

2024-9

Author

Kera, Beliz

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The cognitive conflict strategy is widely used in classrooms to promote conceptual change among students. This powerful and generic strategy aims to create dissatisfaction among students by presenting anomalous data that contradict their existing prior knowledge with the new knowledge. In previous studies, cognitive conflict-based implementations have been analyzed in terms of external factors such as gender, cultural background and students' prior knowledge, however, the characteristic content of these implementations and how cognitive conflict strategies are presented have not been examined. This content analysis aims to investigate the variations in implementations aimed to the cognitive conflict strategy on physics education, including conceptual change activities, discrepant events, refutational texts. For this purpose, implementations were obtained from two comprehensive search engines. These sources were analyzed in four main dimensions: nature of misconceptions, means of dissatisfaction, instructional tools and subfields of physics. The study describes and analyses these dimensions and the emerging subcategories of implementations and misconceptions by providing detailed examples.

Subject Keywords

Dissatisfaction, Misconceptions, Implementations of cognitive conflict, Discrepant events, Refutational texts

URI

https://hdl.handle.net/11511/111321

Collections

Graduate School of Natural and Applied Sciences, Thesis