Generating Cognitive Dissonance in Student Interviews through Multiple Representations

Autor/inn/en	Linenberger, Kimberly J.; Bretz, Stacey Lowery
Titel	Generating Cognitive Dissonance in Student Interviews through Multiple Representations
Quelle	In: Chemistry Education Research and Practice, 13 (2012) 3, S.172-178 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C1RP90064A
Schlagwörter	Psychological Patterns; Biochemistry; Interviews; Misconceptions; Visual Literacy; Visual Aids; Undergraduate Students; College Science; Science Education + Suchen Sie Ihr Suchwort? Biochemie; Interviewing; Interviewtechnik; Missverständnis; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Anschauungsmaterial; Naturwissenschaftliche Bildung
Abstract	This study explores what students understand about enzyme-substrate interactions, using multiple representations of the phenomenon. In this paper we describe our use of the 3 Phase-Single Interview Technique with multiple representations to generate cognitive dissonance within students in order to uncover misconceptions of enzyme-substrate interactions. Findings from 25 student interviews are interpreted through the lens of multiple theoretical frameworks, including personal constructivism and coherence formation. The importance of classroom teachers engaging students in dialogue about representations is discussed. (Contains 3 figures and 2 tables.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10