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Cognitive Conflict : Fauziati Ab Wahab

Pqc 170004
To contructivist view of learning pays special
attention in student’s prior knowledge. Leading
to confusions and prevent the students from
learning new concepts.

The necessity of connecting student’s prior

knowledge with the new schema to improve
learning.

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* To explain conceptual change have emphasized
the role of cognitive conflict as a central
condition for conceptual change.

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* How students recall their prior knowledge
based on observation of concepts?
* How the prior knowledge changewhen the
new information/new observation occur
* It’s any point of equilibrium in the prior
knowledge and new information?
* How student can connect the prior knowledge
to new contents to be taught?

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*
* Introduction to Pressure
* Introduction to Bernoulli Principle
* To investigate the child prior knowledge about
Density, pressure and concept of Bernoulli's
Principle

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*
* 1 – Muhammad Muntasier Bin Muzaffar (13 years Old)

* 2 – Zafirah Wafiqah Binti Muzaffar ( 9 Years Old)

* 3 – Luqman Al-Hakim Bin Mohd Noor ( 8 Years Old)

* 4 – Muhammad Mu’tasiem Bin Muzaffar ( 6 Years Old)

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*
* Answer 1

* Muntasier – Because it was light.

* Zafirah – Because the water is too fast moving out from
the funnel

* Luqman – Because it was not an iron. If iron then it will

sink

* Mu’tasiem – Light
*
* Answer 2

* Muntasier – Because of the water pressure

* Zafirah – Because it stuck at the bottom of water,
because the water flow too fast

* Luqman – when it below the yellow line, then the

ball will sink.

* Mu’tasiem – because makteh push it down

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* According to Piaget, a learner constructs knowledge when he or
she encounters input from the environment.
* The learner's schemes or mental structures incorporate the new
experiences (assimilation).
* If and when newly assimilated information conflicts with
previously formed mental structures, the result is called
disequilibrium.
* This state (disequilibrium) motivates the learner to seek
equilibrium.
* Regaining equilibrium or cognitive harmony results in what Piaget
called accommodation.
* Accommodation results in the development of new mental
structures.
* Furthermore, assimilation and accommodation represent the
learner’s adaptation to the environmental input.
• Learning sciences requires fundamental changes (Cognitive
conflict) in representative of basic physics.

• These changes will slowly, gradually and produce

fragmentation and synthetics of science conceptual.

• The structured schemas will restructure when there are

cognitive conflict occur and it will accommodate with the
previous schemas to build new and concrete schemas.