An Intervention Study Using Cognitive Conflict to Foster Conceptual Change
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 quantitat...
| Main Authors: | , |
|---|---|
| Format: | Journal Article |
| Published: |
SEAMEO Regional Centre for Education in Science and Mathematics
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/42636 |
| _version_ | 1848756475441184768 |
|---|---|
| author | Chow, Tuck-Choy Treagust, David |
| author_facet | Chow, Tuck-Choy Treagust, David |
| author_sort | Chow, Tuck-Choy |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T09:12:47Z |
| format | Journal Article |
| id | curtin-20.500.11937-42636 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:12:47Z |
| publishDate | 2013 |
| publisher | SEAMEO Regional Centre for Education in Science and Mathematics |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-426362017-01-30T15:00:57Z An Intervention Study Using Cognitive Conflict to Foster Conceptual Change Chow, Tuck-Choy Treagust, David 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. 2013 Journal Article http://hdl.handle.net/20.500.11937/42636 SEAMEO Regional Centre for Education in Science and Mathematics fulltext |
| spellingShingle | Chow, Tuck-Choy Treagust, David An Intervention Study Using Cognitive Conflict to Foster Conceptual Change |
| title | An Intervention Study Using Cognitive Conflict to Foster Conceptual Change |
| title_full | An Intervention Study Using Cognitive Conflict to Foster Conceptual Change |
| title_fullStr | An Intervention Study Using Cognitive Conflict to Foster Conceptual Change |
| title_full_unstemmed | An Intervention Study Using Cognitive Conflict to Foster Conceptual Change |
| title_short | An Intervention Study Using Cognitive Conflict to Foster Conceptual Change |
| title_sort | intervention study using cognitive conflict to foster conceptual change |
| url | http://hdl.handle.net/20.500.11937/42636 |