SOCIOCOGNITIVE CONFLICT PROCESSES IN SCIENCE LEARNING: BENEFITS AND LIMITS

Michael Skoumios

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SOCIOCOGNITIVE CONFLICT PROCESSES IN SCIENCE LEARNING: BENEFITS AND LIMITS

Title	SOCIOCOGNITIVE CONFLICT PROCESSES IN SCIENCE LEARNING: BENEFITS AND LIMITS
Publication Type	Journal Article
Year of Publication	2008
Authors	Skoumios, M
Journal	Journal of Baltic Science Education
Volume	7
Issue	3
Start Page	165-174
Date Published	October/2008
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 877558
Keywords	floating, science learning, sinking, sociocognitive conflict
Abstract	The present paper focuses on instructional treatment of students’ conceptions about floating and sinking through sociocognitive conflict processes. In this direction a study was prepared including the detection of students’ conceptions of floating and sinking as well as the design, implementation and evaluation of teaching sequences implemented in 14 year-old students in Greece. Data collection was carried out through interviews and qualitative analysis of the students’ writings and talk during the teaching sequences. The analysis of the students’ writings and talk brought out their different reactions to sociocognitive conflict processes as well as the different learning outcomes of those processes as regards the change and construction of new conceptions.
URL	http://oaji.net/articles/2014/987-1404720105.pdf
Refereed Designation	Refereed
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