COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE
When a teacher trying to use anomaly phenomenon to encourage conceptual change, he/she will use model process cognitive conflict to anticipate how students may experience cognitive conflict. It can help teacher not to let students have conflict. Conflict Cognitive defined as conflict between structu...
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| Formato: | article |
| Lenguaje: | AR EN |
| Publicado: |
P3M STAIN Kudus
2014
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| Acceso en línea: | https://doaj.org/article/fcc884142afd4300bc7aa73e2be7d5d6 |
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| Sumario: | When a teacher trying to use anomaly phenomenon to encourage conceptual change, he/she will use model process cognitive conflict to anticipate how students may experience cognitive conflict. It can help teacher not to let students have conflict. Conflict Cognitive defined as conflict between structure cognitive (i.e, structure organized knowledge in brain) with the environment (for example, an experiment, demonstration, opinions of peers, books, or other), or conflict between concept in the cognitive structure. Based on the results of the field study
counterexample is important to create cognitive conflict that can support the development of specific knowledge on the students. |
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