Knowledge Building as a Mediator of Conflict in Conceptual Change
Knowledge Building as a Mediator of Conflict in Conceptual Change
复制标题
知识构建作为概念变革中冲突的调解者
DOI：
10.1207/s1532690xci1501_1
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发表时间：
1997
影响因子：
3.3
通讯作者：
C. Bereiter
中科院分区：
文献类型：
--
作者：
Carol K. K. Chan;J. Burtis;C. Bereiter
这项研究探讨了个人和同行如何处理与他们所相信的相矛盾的科学信息，并评估了这种活动对概念变化的贡献。参与者包括54名9年级学生和54名12年级学生，他们被随机分配到四个条件：（a）个人冲突，（B）同伴冲突，（c）个人同化，（d）同伴同化。根据不同的条件，学生们被要求大声思考或与同龄人讨论八个科学上有效的陈述，这些陈述以最大化或最小化新信息与现有信念之间冲突的顺序呈现。前测和后测措施的先验知识和概念的变化，学生的言语录音和编码的五个层次的知识处理活动。从这一分析中确定了两种主要的方法：直接同化，这涉及将新信息与已知信息相适应，以及知识建设，...
This study examined how individuals and peers process scientific information that contradicts what they believe and assessed the contribution of this activity to conceptual change. Participants included 54 students in Grade 9 and 54 students in Grade 12, who were randomly assigned to four conditions: (a) individual conflict, (b) peer conflict, (c) individual assimilation, and (d) peer assimilation. Depending on the condition, students were asked to think aloud or discuss with their peers eight scientifically valid statements, which were presented in an order that either maximized or minimized the conflict between new information and existing beliefs. Pretest and posttest measures of prior knowledge and conceptual change were obtained, and student verbalizations were tape-recorded and coded for five levels of knowledge-processing activity. Two major approaches were identified from this analysis: direct assimilation, which involved fitting new information with what was already known, and knowledge building,...