Overcoming Geographic Misconceptions Through Understanding and Applying the Cognitive Conflict Strategy

2015 ◽  
Vol 4 (1) ◽  
pp. 1-13
Author(s):  
Minsung Kim
Keyword(s):  
Cognitive Conflict ◽  
Conflict Strategy

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals The effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students

2020 ◽  
pp. 79-115
Author(s):  
علي المنتشري
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Skills ◽  
Cognitive Conflict ◽  
Persuasive Writing ◽  
Habits Of Mind ◽  
Control Group ◽  
School Students ◽  
Conflict Strategy ◽  
Experimental Group

The study aimed to identify the effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students. To achieve the study objectives, the researcher employed two research methods: descriptive analytical method and experimental method (quasi-experimental design). The researcher designed six tools and research materials to conduct the study and to collect data, which are: a list of persuasive writing skills, a test of persuasive writing skills accompanied with a suitable grading rubric, a list of habits of mind, a test of habits of mind accompanied with a suitable grading rubric, student’s book, and teacher's guide. The sample of the study was selected randomly and consisted of (70) students. The participants were divided into two groups: a control group which was consisted of (35) students, and an experimental group which was consisted of (35) students. The data were analyzed through the use of several statistical techniques including means, standard deviations, Pearson correlation coefficient, T-test for independent groups, Eta coefficient and Black modified gain ratio. The results of the study revealed that There was a positive correlation on the experimental group students' performance of the post-tests for persuasive writing skills and habits of mind (perseverance, flexible thinking, questioning, posing problems and thinking & communicating clearly. Based on the results, the study recommended the designers of curricula to benefit from the conducted lists of persuasive writing skills and habits of mind.

scholarly journals Cognitive Conflict Strategy Assisted by PhET Simulation to Remediate Student's Misconceptions on Wave Material

2021 ◽  
Vol 2 (1) ◽  
pp. 19-32
Author(s):  
Diajeng Iffatul Hasanah ◽  
Wasis Wasis
Keyword(s):  
Traveling Wave ◽  
Cognitive Conflict ◽  
Scientific Concept ◽  
Test Results ◽  
Test Analysis ◽  
Average Percentage ◽  
Student Misconceptions ◽  
Post Test ◽  
Conflict Strategy

In this era, a misconception is one of the biggest challenges in education. Misconception is an understanding of a concept but incompatible with a scientific concept. This research aimed to describe the profile of students' misconceptions and to analyze the decrease of student misconceptions using a cognitive conflict strategy assisted by PhET Simulation. The kind of research is the pre-experimental category with the design of One Group Pre-Test and Post-Test. The sample of this research is a student of XII IPA 2 SMA Negeri 1 Bangkalan. The results of the pre-test showed that the average percentage of students who experience misconception is 53.53%. Based on the pre-test analysis, it was found 20 forms of conceptions that students had regarding the traveling wave material. After being given treatment using a cognitive conflict strategy assisted by PhET simulation, the post-test results of students who experienced misconceptions became 7.65%. There is a decrease in the average percentage of students who experience misconceptions in the pre-test and post-test results. It shows that the cognitive conflict strategy assigned by PhET simulation is effective in remediating the misconceptions of students on wave material.

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