On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal

By M. Limón. 2001

654 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0ab37a07cea05841f25948ec4b9fa27ae4c31e14

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Development of an instrument for measuring cognitive conflict in secondary‐level science classes (2003, background): “Moreover, Limón (2001) introduced a number of variables that might contribute to meaningful cognitive conflict (Table 1).”
Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals (2007, background): “the validity of an answer (“Is my understanding correct?”), thereby producing a “cognitive conflict” (see Berlyne, 1960; Limon, 2001; Piaget, 1975).”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “, 2005; Sinatra & Pintrich, 2003; Vosniadou, 1999), and that cognitive conflict would be just one of the important factors to be considered in conceptual change rather than a necessary prerequisite for it (Duit & Treagust, 2003; Limón, 2001; Sinatra, 2005).”
The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory (2007, background): “Within this instructional paradigm, students’ naïve views are either confronted with anomalous data or contradicting views or are paired with peers who have different views (Limon, 2001).”
The Challenge of Formative Assessment in Mathematics Education: Children’s Minds, Teachers’ Minds (2009, background): “Cognitive conflict, which lies at the heart of development [Piaget, 1985], can be useful in dealing with misconceptions [Limon, 2001].”
Misconceived Causal Explanations for Emergent Processes (2012, result): “The design of our intervention was also different from a ‘‘cognitive conflict’’ approach (Limon, 2001).”
Teaching the control-of-variables strategy: A meta-analysis (2016, background): “This concept has roots in Piagetian theory (Limón, 2001; McCormack, 2009), with many researchers explicitly working within a Piagetian theoretical framework (e.g., Bredderman, 1973; Lawson & Wollman, 1976; McCormack, 2009).”
Differences in Brain Activation between Novices and Experts in Science during a Task Involving a Common Misconception in Electricity. (2014, background): “…is usually recommended that teachers confront students’ misconceptions at the beginning of a teaching sequence (Kang, Scharmann, Kang, & Noh, 2010; Limón, 2001), but since our results support the idea that misconceptions probably never disappear and may resurface at any time, science teachers…”
A Motivational View of Constructivist‐informed Teaching (2005, background): “…viewpoints—strategies such as cognitive conflict and peer group argumentation have been questioned by a number of authors (Chinn & Malhotra, 2002; Limón, 2001; Windschitl, 2001)—but a comprehensive analysis of each of them is beyond the scope of this paper, so instead the focus has been on…”
Effectiveness of holistic mental model confrontation in driving conceptual change (2012, critical): “Analogical comparison can also augment learning from cogni - tive conflict , which by itself has found to be of limited efficacy in bringing about conceptual change ( Limón , 2001 ) .”
Exploring teachers’ will to learn (2006, background): “According to Limón (2001), learners with less sophisticated epistemological beliefs (i.”
The Role of Task Design and Argumentation in Cognitive Development during Peer Interaction: The Case of Proportional Reasoning. (2007, methodology): “However, these methods alone generally do not provide a sufficient condition for learning (see Limon, 2001, for a review on difficulties in introducing a cognitive conflict strategy).”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “McNeil and Krajcik (2009) conceptualized these three components as a claim, evidence, and reasoning and developed generic written scaffolds to assist students with scientific reasoning regarding chemistry. (The scaffolds, however, were found to be redundant to oral scaffolds provided by the teachers”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, background): “24 Inducing Goal Orientations Linnenbrink and Pintrich (2002b) considered the motivational constructs of achievement goal orientations as an induction strategy designed to promote conceptua l change.”