Effectiveness of a Classroom Chemistry Demonstration Using the Cognitive Conflict Strategy

Autor/inn/en	Baddock, Maree; Bucat, Robert
Titel	Effectiveness of a Classroom Chemistry Demonstration Using the Cognitive Conflict Strategy
Quelle	In: International Journal of Science Education, 30 (2008) 8, S.1115-1128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Action Research; Conflict; Chemistry; Science Instruction; High School Students; Grade 11; Foreign Countries; Demonstrations (Educational); Conflict Resolution; Scientific Concepts; Teaching Methods; Teacher Role; Science Teachers; Australia + Suchen Sie Ihr Suchwort? Projektforschung; Konflikt; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Conflict solving; Konfliktlösung; Konfliktregelung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Australien
Abstract	In an action research study, 66 students from Year 11 in an Australian school were shown the colour of methyl violet indicator in some hydrochloric acid solutions, and then in an acetic acid solution. The intent was to create a cognitive conflict, resolution of which would lead to an understanding of the concept "weak acid". Student learning emanating from the demonstration was evaluated by written answers to the following: "Describe the demonstration", "What was the aim of the demonstration?", "Explain the observations", and "What do you think you have learned?" Some students were also interviewed. Learning outcomes were disappointing, not because of failure to resolve the intended conflict, but because of failure to attend to the key features of the demonstration and failure to realize a conflict. Some interesting cases of unintended, and undesirable, learning occurred. The role of the teacher was a focus of this study, and recommendations to improve the conduct of cognitive conflict demonstrations were implemented in follow-up years, and improved learning outcomes resulted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10