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Instructional Science
written by Paul Gorsky and Menahem Finegold
Describes a study of high school students that investigated students' responses to an anomaly generated by the juxtaposition of opposing explanatory frameworks and examined the nature and impact of cognitive conflict as students moved from prescientific to scientific explanatory frameworks concerning the concept of force.
Instructional Science: Volume 22, Issue 2, Pages 75-90
Subjects Levels Resource Types
Classical Mechanics
- Applications of Newton's Laws
Education - Basic Research
- Cognition
= Cognition Development
= Cognitive Conflict
- Student Characteristics
= Affect
- High School
- Reference Material
= Research study
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Format:
non-digital
Access Rights:
Free access
Restriction:
© 1994 Paul Gorsky and Menahem Finegold
DOI:
10.1007/BF00892158
Keywords:
Cognitive Dissonance, Computer Assisted Instruction, Computer Simulation, Concept Formation, Conceptual Frameworks, Force, Learning Processes, Physics, Pretests Posttests, Science Instruction, Secondary Education, Secondary School Science, Student Reaction
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
March 10, 2010 by Lyle Barbato
Last Update
when Cataloged:
March 1, 1994
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
P. Gorsky and M. Finegold, Instr. Sci. 22 (2), 75 (1994), WWW Document, (http://dx.doi.org/10.1007/BF00892158).
AJP/PRST-PER
P. Gorsky and M. Finegold, The role of anomaly and of cognitive dissonance in restructuring students' concepts of force, Instr. Sci. 22 (2), 75 (1994), <http://dx.doi.org/10.1007/BF00892158>.
APA Format
Gorsky, P., & Finegold, M. (1994, March 1). The role of anomaly and of cognitive dissonance in restructuring students' concepts of force. Instr. Sci., 22(2), 75-90. Retrieved December 22, 2014, from http://dx.doi.org/10.1007/BF00892158
Chicago Format
Gorsky, Paul, and Menahem Finegold. "The role of anomaly and of cognitive dissonance in restructuring students' concepts of force." Instr. Sci. 22, no. 2, (March 1, 1994): 75-90, http://dx.doi.org/10.1007/BF00892158 (accessed 22 December 2014).
MLA Format
Gorsky, Paul, and Menahem Finegold. "The role of anomaly and of cognitive dissonance in restructuring students' concepts of force." Instr. Sci. 22.2 (1994): 75-90. 22 Dec. 2014 <http://dx.doi.org/10.1007/BF00892158>.
BibTeX Export Format
@article{ Author = "Paul Gorsky and Menahem Finegold", Title = {The role of anomaly and of cognitive dissonance in restructuring students' concepts of force}, Journal = {Instr. Sci.}, Volume = {22}, Number = {2}, Pages = {75-90}, Month = {March}, Year = {1994} }
Refer Export Format

%A Paul Gorsky
%A Menahem Finegold
%T The role of anomaly and of cognitive dissonance in restructuring students' concepts of force
%J Instr. Sci.
%V 22
%N 2
%D March 1, 1994
%P 75-90
%U http://dx.doi.org/10.1007/BF00892158
%O non-digital

EndNote Export Format

%0 Journal Article
%A Gorsky, Paul
%A Finegold, Menahem
%D March 1, 1994
%T The role of anomaly and of cognitive dissonance in restructuring students' concepts of force
%J Instr. Sci.
%V 22
%N 2
%P 75-90
%8 March 1, 1994
%U http://dx.doi.org/10.1007/BF00892158


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