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    An Intervention Study Using Cognitive Conflict to Foster Conceptual Change

    196406_196406.pdf (668.7Kb)
    Access Status
    Open access
    Authors
    Chow, Tuck-Choy
    Treagust, David
    Date
    2013
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Chow, Tuck-Choy and Treagust, David. 2013. An Intervention Study Using Cognitive Conflict to Foster Conceptual Change. Journal of Science and Mathematics Education in Southeast Asia. 36 (1): pp. 44-64.
    Source Title
    Journal of Science and Mathematics Education in Southeast Asia
    ISSN
    01267663
    Remarks

    Reproduced with permission from the publisher. Copyright © 2013 SEAMEO RECSAM Malaysia, http://www.recsam.edu.my/. This copy may be used for educational purposes only.

    URI
    http://hdl.handle.net/20.500.11937/42636
    Collection
    • Curtin Research Publications
    Abstract

    The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating form 2 (grade 8) students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitative-qualitative research design. The results showed that there was significant improvement in students’ achievement in mathematics and students’ attitude towards inquiry of mathematics lessons. Enjoyment remained high even though enjoyment of mathematics lessons showed no change. Changes in students’ understanding (from unintelligible to intelligible, intelligible to plausible, plausible to fruitful) illustrated the extent of changes in their conceptions. Finally, recommendations for future research are proposed.

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