The Effects of the Characteristics of Anomalous Data on Students' Cognitive Conflict and Conceptual Change

摘要

In this study, the effects of the number and the presentational type of anomalous data on students?ˉcognitive conflict and conceptual change in studying ??conservation of mass before and after combustion?ˉwere investigated. The subjects were 128 eighth graders in a co-ed middle school. A preconception test, a test of response to anomalous data, and a conception test were administered. Four types of anomalous data varying the number (one/two) and the presentational type (text/text+figure) were presented. The results indicated that students with two anomalous data showed more cognitive conflicts than those with one. However, no significant differences in the degree of cognitive conflict were found by the presentational types of anomalous data. The ANOVA results indicated that there were no significant differences by the characteristics of anomalous data in the conception test scores.