Emotional Responses and Perceived Teaching-Learning Strategies for Effective Conceptual Change by the Types of Cognitive Responses to a Discrepant Event

In this study, twenty-eight 7th graders were interviewed to explore their emotional responses and perceived teaching-learning strategies for effective conceptual change by the types of cognitive responses to a discrepant event. The results revealed that cognitive conflict was more induced by a discrepant event when its reliability and validity were emphasized. The students' cognitive responses to a discrepant event, the existence of alternative...