Cognitive Conflict as a Basis for Teaching Quantitative Aspects of the Concept of Temperature.

Stavy, Ruth; Berkovitz, Baruch

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Peer reviewed

ERIC Number: EJ235011

Record Type: Journal

Publication Date: 1980-Oct

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Cognitive Conflict as a Basis for Teaching Quantitative Aspects of the Concept of Temperature.

Stavy, Ruth; Berkovitz, Baruch

Science Education, v64 n5 p679-92 Oct 1980

This study examines the effectiveness exercises based on the cognitive conflict, existing within the child, between two representational systems related to temperature: the qualitative-verbal one and the quantitative-numerical one as these relate to the advancement of children's understanding of the concept of temperature. (Author/DS)

Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Conflict Resolution, Elementary Education, Elementary School Science, Science Education, Temperature

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Israel

Grant or Contract Numbers: N/A