학습자의 인지적 특성이 개념 변화에 미치는 영향

Abstract

In this study, we investigated the influences of students' cognitive characteristics on conceptual change processes which incorporate cognitive conflict strategy using discrepant events. In order to examine students' cognitive characteristics, the tests regarding logical thinking ability, field dependence-independence, and learning approach were administered to 517 seventh graders. A preconception test of density was also administered. Students' cognitive responses and situational interest to a discrepant event were then examined. After introducing an alternative hypothesis, students' cognitive responses and situational interest to the discrepant event were measured again. The students studied the concept of density individually with a researcher-made printed material. The tests of attention, effort, and conceptual understanding were administered after the intervention. The students (N=262) who had been found to possess the target misconception were selected from the subjects. The results revealed that logical thinking ability had larger direct effect on conceptual understanding than on cognitive conflict and situational interest. Field dependence-independence was found to have no substantial effects on conceptual change. Deep approach to learning, however, indirectly influenced conceptual understanding via situational interest and attention.