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Abstract Title: Why is it difficult to lead conceptual change by using a count-intuitive demonstration?: An example from the brachistochrone problem
Abstract: A considerable number of researchers argue that cognitive conflict is a necessary condition of the type of learning that is described as conceptual change. In light of this idea, many of teaching strategies use a count-intuitive demonstration as a means of facilitating a change in students' conceptions. However, other researchers argue that cognitive conflict strategies do not consistently lead to conceptual change. Even when students' ideas are confronted with contradictory information through instruction, frequently such contradictory information does not result in meaningful conceptual change for a learner. In order to understand this controversy in more detail, we set about exploring how students response to a count-intuitive demonstration. Participants in this study were 96 secondary school students (9th grade) from Seoul, S. Korea. We investigated students' preconceptions on the brachistochrone problem by administrating a written test. After the exam, we presented a demonstration that might contradict the current ideas of students who had answered the written test problem incorrectly. We then investigated students' responses to the count-intuitive demonstration by using a Cognitive Conflict Level Test (CCLT). Results show that there were diverse responses to the demonstration, especially, 'superficial theory change' was the major response. We discuss how those responses can make the difficulties in the process of conceptual change.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Gyoungho Lee
Seoul National University
599 Gwanak-ro, Gwanak-gu
Seoul, 151-748
Phone: 82-2-880-7751
Fax: 82-2-873-7881
Co-Author(s)
and Co-Presenter(s)
Taejin Byun,
Seoul National University