Evoking Cognitive Conflict and Intellectual Awareness of Students: A study in the topic of combinatorics
Dr. Djadir, Muhammad Dinar, Fajar Arwadi
Available Online September 2017.
- https://doi.org/10.2991/icest-17.2017.54How to use a DOI?
- Evoking, Cognitive Conflict, Intelectual Awareness
- The present study was a part of a broader research aimed at designing instructional learning which can evoke students' conflict cognitive and intellectual awareness. The specific purposes of this study were reviewing factors which can evoke conflict cognitive and intellectual awareness of students and de-signing a basis model to create an instructional learning. Litera-ture studies were applied in two main parts. Firstly, the study re-viewed the stages of conflict cognitive process and intellectual awareness including their destructive factors. The second, the study reviewed several strategies in solving these problems. The findings suggest that there are some factors which can hamper the occurrence of cognitive conflict and intellectual awareness of which one of them is mathematics anxiety. These factors can be overcome by inducing and applying pivotal counterexample, problem solving strategy, and realistic mathematics education to the basic model of learning instructional design.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Dr. Djadir AU - Muhammad Dinar AU - Fajar Arwadi PY - 2017/09 DA - 2017/09 TI - Evoking Cognitive Conflict and Intellectual Awareness of Students: A study in the topic of combinatorics BT - 2nd International Conference on Education, Science, and Technology (ICEST 2017) PB - Atlantis Press SP - 161 EP - 164 SN - 2352-5398 UR - https://doi.org/10.2991/icest-17.2017.54 DO - https://doi.org/10.2991/icest-17.2017.54 ID - Djadir2017/09 ER -