Volume, conservation and instruction: A classroom based solomon four group study of conflict

Abstract

The research reported is an attempt to widen the applicability of Piagetian theory-based conflict methodology from individual situations to whole classes. A Solomon four group experimental design augmented by a delayed posttest, was used to provide a controlled framework for studying the effects of conflict instruction on Grade 8 students' ability to conserve volume of noncompressible matter, and to apply that knowledge t o gas volume. The results, reported for individuals and groups, show the methodology can be effective, particularly when instruction is preceded by a pretest. Immediate posttest differences in knowledge of gas volume between spontaneous (pretest) conservers and instructed conservers of volume of noncompressible matter were no longer in evidence on the delayed posttest. This observation together with the effects of pretesting and of the instructional sequence are shown to have a consistent Piagetian interpretation. Practical implications are discussed.

A study of consistency in the use of students' conceptual frameworks across different task contexts

“…undertaken (Champagne et at., 1982(Champagne et at., ,1983Nussbaum & Novick, 1981Rowell & Dawson, 1981.…”

The Effect of a Computer Instructional Model in Bringing about a Conceptual Change in Students’ Understanding of Particulate Concepts of Gas

“…Units of teaching activity were administered in each section between pre-test and post-test. A demonstration teaching courseware with computer simulation, which was specifically designed from implications suggested by Rowell and Dawson (1981) regarding the teaching strategy of cognitive conflict, was used in this activity to teach concepts of gas particles and related pedagogy in a four week period. All these tests were in the format of teacher's demonstration with real daily-life materials and with a section of computer simulation, then students drew the picture and wrote the answers and reasons in a two-tier question sheet.…”

Equilibration: Developing the Hard Core of the Piagetian Research Program

“…Even allowing for response variation across the tasks used in the two situations it seems probable that for many of these students the selection test questions, which were not accompanied by any empirical testing of displacement, were sufficient to trigger their cognitive reorgani zation. Such a process has been observed in other circumstances where it was labelled la tent 1 development [Rowell and Dawson, 1981]. A possible explanation is that such students have an alternative theory available which needs only to be evoked [Flavell, 1971, p. 429] and brought into competition with the one initially operated.…”