The Role of Cognitive Conflict in Science Concept Learning
A study on the contribution and limits of cognitive conflict in pupils' mental progress within the framework of a series of lessons in heat-temperature.
||Science learning, Obstacle, Cognitive conflict, Discrepant event, Social interactions
International Journal of Learning, Volume 12, Issue 7, pp.185-194.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 853.213KB).
Michael Skoumios obtained a first degree in Physics from the National and Kapodistrian University of Athens in 1987, a second degree in Education from the University of Aegean in 1992 and his PhD in Science Education from the Hellenic Open University in 2005. His research interests include science concept learning and teaching science in primary and secondary schools.
Associate Professor Vassilia Hatzinikita is currently an academic coordinator of the Master in Education (post-graduate studies) in the Hellenic Open University and a coordinator of Educational Research in Action module. She held the post of the National Project Manager of the PISA program of OECD. Her research interests concern science teaching and learning as well as the analysis and development of educational materials. She has published a considerable number of research papers in journals, books and conference proceedings and has developed educational material for the Science Education module of the Hellenic Open University.
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