The Effects of Cognitive Conflict Management on Cognitive Development and Science Achievement

Autor/inn/en	Budiman, Zainol Badli; Halim, Lilia; Mohd Meerah, Subahan; Osman, Kamisah
Titel	The Effects of Cognitive Conflict Management on Cognitive Development and Science Achievement
Quelle	In: International Journal of Science and Mathematics Education, 12 (2014) 5, S.1169-1195 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9460-6
Schlagwörter	Teaching Methods; Comparative Analysis; Cognitive Development; Conflict; Cognitive Processes; Conventional Instruction; Pretests Posttests; Quasiexperimental Design; Control Groups; Experimental Groups; Grade 7; Secondary School Students; Cognitive Ability; Instructional Effectiveness; Science Instruction; Science Achievement; Multivariate Analysis; Intervention; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Konflikt; Cognitive process; Kognitiver Prozess; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarschüler; Denkfähigkeit; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multivariate Analyse; Ausland
Abstract	Three teaching methods were compared in this study, namely a Cognitive Conflict Management Module (CCM) that is infused into Cognitive Acceleration through Science Education (CASE), (Module A) CASE without CCM (Module B) and a conventional teaching method. This study employed a pre- and post-test quasi-experimental design using non-equivalent control groups. The design involved 130 participants from Form 2 (Grade 7) in a Malaysian secondary school. The cognitive level of all participants was classified as non-formal operational on the pre-test and were allocated to one of the four intact groups: experimental group 1, EP1 experienced Module A, experimental group, and EP2 experienced Module B, while the others were divided between two control groups. The impact of the three teaching methods on the level of cognitive development and science achievement were observed after a 20-week intervention. Data were analysed using multivariate analysis of variance/multivariate analysis of covariance, analysis of covariance and a paired-samples t test. It is hoped that this study can contribute to knowledge in the field of cognitive intervention and cognitive conflict strategy. The findings show that a high dose of cognitive intervention in CASE activities within a short period has an effect on the levels of students' cognitive development, standard science achievement and constructive cognitive conflict. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10