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Cognitive Conflict and the Formation of Shadows

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The Pedagogy of Physical Science

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 38))

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Abstract

Chapter 2 outlined some of the complexities of the conceptual change process and illustrated difficulties experienced by primary teachers in developing qualitative understanding in the domain of force and motion. We demonstrated that by adopting a metacognitive approach to learning, learners become aware of how their thinking is shaped and moulded as they interact within the social learning context. In this process, important pedagogical insight is generated to inform future practice. It affords the opportunity not only to explore the embryonic emergence of pedagogical knowledge in teacher education but also to engage with individuals’ epistemological beliefs about the teaching and learning of science that have been shown to be powerful influences in shaping classroom approaches (Lunn 2002).

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    Article  Google Scholar 

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    Article  Google Scholar 

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    Article  Google Scholar 

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    Article  Google Scholar 

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    Article  Google Scholar 

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    Article  Google Scholar 

  • Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.

    Article  Google Scholar 

  • Lunn, S. (2002). ‘What We Think We Can Safely Say…’: primary teachers’ views of the nature of science. British Educational Research Journal, 28(5), 649-672.

    Article  Google Scholar 

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    Article  Google Scholar 

  • McMillan, J. H., & Schumacher, S. (2001). Research in education. New York: Addison Wesley Longman.

    Google Scholar 

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    Article  Google Scholar 

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    Article  Google Scholar 

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    Article  Google Scholar 

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    Google Scholar 

  • Park, J. (2006). Modelling analysis of students’ processes of generating scientific explanatory hypotheses. International Journal of Science Education, 28(5), 469-489.

    Article  Google Scholar 

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    Article  Google Scholar 

  • Park, J., & Pak, S. (1997). Students’ responses to experimental evidence based on perceptions of causality and availability of evidence. Journal of Research in Science Teaching, 34(1), 57-67.

    Article  Google Scholar 

  • Parker, J. (2006). Exploring the impact of varying degrees of cognitive conflict in the generation of both subject and pedagogical knowledge as primary trainee teachers learn about shadow formation. International Journal of Science Eduaction, 28(13), 1545-1577.

    Article  Google Scholar 

  • Piaget, J. (1985). The equilibrium of cognitive structures. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.

    Article  Google Scholar 

  • Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.

    Google Scholar 

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    Article  Google Scholar 

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    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.

    Article  Google Scholar 

  • Shepardson, D. P., & Moje, E. B. (1999). The role of anomalous data in restructuring fourth graders’ frameworks for understanding electric circuits. International Journal of Science Education, 21(1), 77-94.

    Article  Google Scholar 

  • Stavy, R., & Berkowitz, B. (1980). Cognitive conflicts as a basis for teaching quantitative aspects of the concept of temperature. Science Education, 64, 679-692.

    Article  Google Scholar 

  • Strike, K. A., & Posner, G. J. (1982). Conceptual change and science teaching. European Journal of Science Education, 4, 231-240.

    Google Scholar 

  • Strike, K. A., & Posner, J. G. (1985). A conceptual change view of learning and understanding. In L. West & R. Hamilton (Eds.), Cognitive structure and conceptual change (pp. 211-232). London: Academic.

    Google Scholar 

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  1. Institute of Education, Manchester Metropolitan University, Manchester, Didsbury, United Kingdom

    David Heywood & Joan Parker

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  1. David Heywood
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  2. Joan Parker
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Correspondence to David Heywood .

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Heywood, D., Parker, J. (2009). Cognitive Conflict and the Formation of Shadows. In: The Pedagogy of Physical Science. Contemporary Trends and Issues in Science Education, vol 38. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5271-2_4

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