期刊名称：Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
印刷版ISSN：1307-6086
出版年度：2015
卷号：9
期号：2
页码：85
DOI：10.17522/nefefmed.98482
出版社：Necatibey Faculty of Education
摘要：Based on Scientific Revolution Theory- which is coined by Kuhn (1970), Theory of Conceptual Change was put forward by Posner, Strike, Hewson and Gertzog (1982) at the beginning of the 1980’s, and explained the learning with Piaget’s concepts such as assimilation and accommodation. Especially at the beginnings of 1990 the Theory of Conceptual Change was defined as cold conceptual change, for it solely took the cognitive factors of individuals, and for not taking the affective factors like motivation into consideration. Dole and Sinatra (1998) explains how the affective and cognitive characteristics interact each other, and they come up with the warming trend in the conceptual change. Gregoire (2003) suggests the hot trend in conceptual change by paying attention to the shortcomings in the affective characteristics in the warming trend. Although hot factors, such as motivation, are added up to the conceptual change models cumulatively in time, Kural (2015), who asserts that teaching models based on the conceptual change mostly depend on cold conceptual change, suggests a teaching model based on cognitive conflict which is back up by motivational and metacognitive strategies for hot conceptual change. This study discusses the effectiveness of the hot model, which is proposed by Kural (2015), in the conceptual change of the students for the photoelectric effect.
关键词：conceptual change; hot conceptual change; teaching for hot conceptual change; photoelectric effect.
