Abstract
If there is a discrepancy between the student’s existing schema or framework and the learning experience, several things may occur. Students may 1) not recognize the discrepancy, 2) simply ignore it, 3) explain it away, 4) hold two conflicting ideas or 5) may call into question their current ideas.
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References
Appleton, K. (1993), Using theory to guide practice: Teaching science from a constructivist perspective. School Science and Mathematics, 93(5), 269-274.
Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford U. Press.
Piaget, J. (1978). The development of thought: Equilibration of cognitive structures. Oxford: Blackwell.
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McComas, W.F. (2014). Cognitive Dissonance. In: McComas, W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_14
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DOI: https://doi.org/10.1007/978-94-6209-497-0_14
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-497-0
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