The role of cognitive conflict in constructivist theory: An implementation aimed at science teachers

AbstractIn this study, cognitive conflict activities were prepared aimed at science teachers and these activities were then applied to science teachers. The study was conducted with the participation of 10 volunteer teachers who were teaching in primary schools in the province of Izmir, Turkey in 2007. A worksheet for each cognitive conflict activity was distributed to the teachers at the beginning of the implementation. The worksheets contain the sections of prediction, various questions and making explanations. At the end of each cognitive conflict activity, the worksheets relating to the completed activity were collected to be analyzed by the researcher. Furthermore, the teachers were asked for their views on the implementation in writing. On examining the worksheets and the teachers’ views on the implementation, it was observed that most of the teachers experienced cognitive conflict (that their previous knowledge was wrong or insufficient) regarding the implementation activities provided; and stated views that these types of activities in science lessons would capture the students’ attention in the lesson, get them to take ownership the problem and be more eager to solve it, and contribute to learning of the topic to be more lasting