Abstract Book of the 2nd World Conference on Teaching, Learning, and Education
Year: 2025
[PDF]
Cognitive Conflict as A Learning Strategy: Deeper Learning of Gifted and Not Gifted Children
Guy Sion
ABSTRACT:
This study examines the effectiveness of cognitive conflict as a pedagogical strategy for promoting conceptual change in science education, specifically in the context of photosynthesis. The research compares outcomes among gifted and non-gifted elementary children in Israel, focusing on the persistence and transformation of common scientific misconceptions. Participants were exposed either to traditional frontal instruction or to a cognitive conflict-based approach, which directly confronted learners with their misconceptions. Findings indicate that while frontal instruction had limited success in altering misconceptions; especially among non-gifted children the cognitive conflict approach consistently facilitated deeper learning and conceptual restructuring. Gifted children, in particular, demonstrated greater receptivity to conceptual change when engaged in cognitive conflict, suggesting heightened metacognitive readiness or flexibility. The results support the theoretical framework of the Conceptual Change Model and highlight the pedagogical value of strategies that challenge children’ preconceptions. This study underscores the importance of tailoring instructional methods to learners’ cognitive profiles and suggests that meaningful learning, especially in abstract scientific domains may be best achieved through structured cognitive dissonance rather than passive reception.
Keywords: Cognitive conflict; learning strategy; gifted; misconceptions, photosynthesis