Applying conceptual conflict strategies in the learning of the energy concept

Ricardo Trumper

doi:10.1080/0263514970150101

Applying conceptual conflict strategies in the learning of the energy concept

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Abstract

This paper reports on a study which deals with implications of instructional strategies through which it was attempted to creak cognitive disequilibrations in order to achieve conceptual change, while learning the energy concept. Different responses to disequilibration were observed, pointing out several difficulties in the application of such conceptual conflict strategies. This study is naturalistic and is intended to characterise problematic situations, not to assess their relative frequency.

Original language	English
Pages (from-to)	5-18
Number of pages	14
Journal	Research in Science and Technological Education
Volume	15
Issue number	1
DOIs	https://doi.org/10.1080/0263514970150101
State	Published - May 1997

ASJC Scopus subject areas

Education

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10.1080/0263514970150101

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Applying conceptual conflict strategies in the learning of the energy concept

Abstract

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