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Research in Science & Technological Education Volume 31, 2013 - Issue 2
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Articles

The impact of cognitive and affective aspects of cognitive conflict on learners’ conceptual change about floating and sinking

Stella Hadjiachilleos Department of Education, University of Cyprus, Cyprus
,
Nicos Valanides Department of Education, University of Cyprus, Cyprus
&
Charoula Angeli Department of Education, University of Cyprus, CyprusCorrespondence[email protected]
Pages 133-152 | Received 02 Mar 2013, Accepted 30 May 2013, Published online: 23 Jul 2013

Citations (11)

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Read on this site (3)

Patrice Potvin. (2023) Response of science learners to contradicting information: a review of research. Studies in Science Education 59:1, pages 67-108.
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Yang Wang & David Stein. (2021) Effects of online teaching presence on students’ cognitive conflict and engagement. Distance Education 42:4, pages 547-566.
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Tang Wee Teo, Yaw Kai Yan & Woei Ling Monica Ong. (2017) An investigation of Singapore preschool children’s emerging concepts of floating and sinking. Pedagogies: An International Journal 12:4, pages 325-339.
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Articles from other publishers (8)

Johannes Addido, Andrea Burrows & Timothy Slater. (2022) The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics. Education Sciences 12:10, pages 696.
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R Rahmawati, N Y Rustaman, I Hamidah & D Rusdiana. (2021) The profile of prospective physics teachers’ conceptual change based on cognitive style dimensions through collaborative learning on electricity and magnetism topic. Journal of Physics: Conference Series 1940:1, pages 012113.
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Subuh Anggoro, Ari Widodo, Andi Suhandi & David F. Treagust. (2019) Using a Discrepant Event to Facilitate Preservice Elementary Teachers’ Conceptual Change about Force and Motion. EURASIA Journal of Mathematics, Science and Technology Education 15:8.
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A. Krisdiana, N. S. Aminah & F. Nurosyid. Effects of cognitive conflict and scientific approach on students’ alternative conceptions and scientific literacy levels regarding characteristics of mechanical waves. Effects of cognitive conflict and scientific approach on students’ alternative conceptions and scientific literacy levels regarding characteristics of mechanical waves.
Wartono Wartono, Muhammad Nur Hudha & John Rafafy Batlolona. Guided inquiry and PSR in overcoming students’ misconception on the context of temperature and heat. Guided inquiry and PSR in overcoming students’ misconception on the context of temperature and heat.
Yuen Sze Michelle Tan & Imelda Santos Caleon. (2016) Dealing with the Ambiguities of Science Inquiry. The Physics Teacher 54:3, pages 168-171.
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Caroline Larsson & Lena A. E. Tibell. (2014) Challenging Students’ Intuitions—the Influence of a Tangible Model of Virus Assembly on Students’ Conceptual Reasoning About the Process of Self-Assembly. Research in Science Education 45:5, pages 663-690.
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Benedict Tlala, Israel Kibirige & Joseph Osodo. (2014) INVESTIGATING GRADE 10 LEARNERS’ ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL. Journal of Baltic Science Education 13:2, pages 155-164.
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