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| 篇 名 |
Applying “Cognitive Conflict” as a Teaching Strategy in a Classroom of the Gifted Students |
| 作者/編譯者 |
Shou-Ying Tsai |
| 出版年/月 |
2009/3 |
| 期 數 |
110 |
| 頁 次 |
8 ～ |
| 類 別 |
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| 摘 要 |
Researchers had pointed out that using cognitive conflict as a teaching strategy
had positive effect on conceptual changes. Literature showed that cognitive conflict
was often used in science class: making cognitive conflict in class would let students
change their conception and promote their thinking level, which also was one of the
purposes of gifted education. In this article, the author introduced the meanings of misconception, cognitive conflict, and conceptual change at first. Then the author explained the characteristics of gifted students and the key points of designing their curriculum. Finally, based on the characteristics of gifted students and the ideas of cognitive conflict, the author
proposed a self-designed teaching material used cognitive conflict as a teaching strategy in a gifted classroom, and addressed some teaching reflections and teaching recommendations.
Keywords: gifted students, cognitive conflict, conceptual change, misconception |
| 檔 案 |
無 |
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