SOCIOCOGNITIVE CONFLICT PROCESSES IN SCIENCE LEARNING: BENEFITS AND LIMITS

被引：0
|
作者：
Skoumios, Michael [1 ]
机构：
[1] Univ Aegean, Dept Primary Educ, Rhodes 85100, Greece
来源：
JOURNAL OF BALTIC SCIENCE EDUCATION | 2008年 / 7卷 / 03期
关键词：
sociocognitive conflict; science learning; floating; sinking;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present paper focuses on instructional treatment of students' conceptions about floating and sinking through sociocognitive conflict processes. In this direction a study was prepared including the detection of students' conceptions of floating and sinking as well as the design, implementation and evaluation of teaching sequences implemented in 14 year-old students in Greece. Data collection was carried out through interviews and qualitative analysis of the students' writings and talk during the teaching sequences. The analysis of the students' writings and talk brought out their different reactions to sociocognitive conflict processes as well as the different learning outcomes of those processes as regards the change and construction of new conceptions.
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页码：165 / 174
页数：10
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