Cognitive Conflict as a Teaching Strategy in Solving Chemistry Problems: A Dialectic-Constructivist Perspective.

Niaz, Mansoor

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Peer reviewed

ERIC Number: EJ518874

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

EISSN: N/A

Cognitive Conflict as a Teaching Strategy in Solving Chemistry Problems: A Dialectic-Constructivist Perspective.

Niaz, Mansoor

Journal of Research in Science Teaching, v32 n9 p959-70 Nov 1995

Exposure of an experimental group of (n=33) college freshmen to teaching experiments dealing with stoichiometry problems based on the concept of limiting reagent showed greater improvement in posttests than the (n=39) student control group and observed that some students protect their core beliefs by ignoring conflicting data. (Author/MKR)

Descriptors: Academic Achievement, Beliefs, Chemistry, Cognitive Processes, College Freshmen, Conflict, Data, Educational Experiments, Foreign Countries, Higher Education, Problem Solving, Stoichiometry, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Venezuela

Grant or Contract Numbers: N/A