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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Autor principal:	Sutopo Sutopo
Formato:	article
Lenguaje:	AR EN
Publicado:	P3M STAIN Kudus 2014
Materias:	counterexample cognitive conflict solving math problems Islam BP1-253
Acceso en línea:	https://doaj.org/article/fcc884142afd4300bc7aa73e2be7d5d6
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spelling	oai:doaj.org-article:fcc884142afd4300bc7aa73e2be7d5d62021-11-09T10:26:20ZCOUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE2355-18952476-930410.21043/qijis.v2i2.1567https://doaj.org/article/fcc884142afd4300bc7aa73e2be7d5d62014-08-01T00:00:00Zhttps://journal.iainkudus.ac.id/index.php/QIJIS/article/view/1567https://doaj.org/toc/2355-1895https://doaj.org/toc/2476-9304When 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.Sutopo SutopoP3M STAIN Kudusarticlecounterexamplecognitive conflictsolving math problemsIslamBP1-253ARENQudus International Journal of Islamic Studies, Vol 2, Iss 2, Pp 198-218 (2014)
institution	DOAJ
collection	DOAJ
language	AR EN
topic	counterexample cognitive conflict solving math problems Islam BP1-253
spellingShingle	counterexample cognitive conflict solving math problems Islam BP1-253 Sutopo Sutopo COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE
description	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.
format	article
author	Sutopo Sutopo
author_facet	Sutopo Sutopo
author_sort	Sutopo Sutopo
title	COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE
title_short	COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE
title_full	COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE
title_fullStr	COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE
title_full_unstemmed	COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE
title_sort	counterexample in cognitive conflict as factor influencing conceptual change
publisher	P3M STAIN Kudus
publishDate	2014
url	https://doaj.org/article/fcc884142afd4300bc7aa73e2be7d5d6
work_keys_str_mv	AT sutoposutopo counterexampleincognitiveconflictasfactorinfluencingconceptualchange
_version_	1718441168136568832

COUNTEREXAMPLE IN COGNITIVE CONFLICT AS FACTOR INFLUENCING CONCEPTUAL CHANGE

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