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Makale Özeti:
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In this study, we investigated the relationships among cognitive conflict and situational
interest induced by a discrepant event, attention and effort allocated to learning, and
conceptual change in learning the concept of density. Subjects were 183 seventh graders
from six middle schools in Seoul, Korea. A preconception test, a test of responses to a discrepant
event, and a questionnaire of situational interest were administered as pretests.
Computer-assisted instruction was then provided to the students as a conceptual change intervention.
Questionnaires regarding attention and effort, and a conception test were administered
as posttests. The conception test was administered once more as a retention test four
weeks later. The results of path analysis indicated that both cognitive conflict and
situational interest induced by a discrepant event respectively had an indirect effect on
students‘ conceptual understanding, which were mediated by attention and effort allocated
to concept learning. Situational interest, however, was found to exert a stronger influence
on conceptual change than cognitive conflict. It was also found that attention, either directly
or indirectly through effort, influenced students‘ conceptual understanding.
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