Responses to anomalous data on controversial topics and theory change

By Lucia Mason. 2001

89 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d14935c00ddc96abbae506e3f1b57eb5d63dc2a9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Reexamining the Role of Cognitive Conflict in Science Concept Learning (2004, background): “In addition, as Mason (2001) pointed out, the discrepant events that Chinn and Brewer used possessed a peculiar characteristic in which students had to rely only on the argumentative plausibility and the justifiability as they appeared in the given texts.”
Exploring the relationship between physics-related epistemological beliefs and physics understanding (2007, background): “Similar explanations have been provided in the literature to account for the way students respond to anomalous data in conditions of cognitive conXict (e.g., Chinn & Brewer, 1993; Chinn & Malhotra, 2002; Mason, 2000, 2001 ).”
On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001, background): “They admitted that the anomalous data could be valid and inconsistent with their held theory, but they could not renounce their deep “attachment” to that theory (Mason, 2001).”
Personal Epistemology and Culture (2008, background): “Recent work in European contexts suggests similarities (Braten & Stromso, 2006; Mason, 2001, 2003b ) and there is arguably more research currently being conducted on these issues by European scholars than in the USA.”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, methodology): “The use of open-ended items to assess student‟s background knowledge is common among conceptual change researchers (see for example Hynd, 2001; Mason, 2001; Vosniadou & Brewer, 1992; Vosniadou & Skopeliti, 2005).”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “It has been reported that merely presenting discrepant events to students does not consistently lead to cognitive conflict (Chan et al., 1997; Chinn & Brewer, 1998; Lin, 2007; Mason, 2001; Shepardson & Moje, 1999; Tirosh, Stavy, & Cohen, 1998; Tsai, 2000).”
The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change (2005, background): “Previous research has indicated, however, that students tend to incorrectly evaluate a discrepant event and even to fail to recognize it as inconsistent with their existing conceptions (Chinn & Brewer, 1998; Kang et al., 2004; Mason, 2001).”