P. Gorsky et M. Finegold, THE ROLE OF ANOMALY AND OF COGNITIVE-DISSONANCE IN RESTRUCTURING STUDENTS CONCEPTS OF FORCE, Instructional science, 22(2), 1994, pp. 75-90
Citations number
19
Categorie Soggetti
Psychology, Educational","Education & Educational Research
This paper reports a study of (1) students' responses to an anomaly ge
nerated by the juxtaposition of opposing explanatory frameworks and (2
) the nature and impact of cognitive conflict as students move from pr
e-scientific to scientific explanatory frameworks concerning the conce
pt of force. Both rational and emotional responses to anomaly were obs
erved and student responses to anomaly were ranked according to the ex
tent of disequilibrium generated. In addition, ways in which students
resolve anomaly were recorded and processes associated with dissonance
resolution and learning were hypothesized. Finally, the impact of dis
sonance was seen to influence students' epistemological beliefs about
learning.