[11p-B31-1~6] Revitalization of Human Resource Development and Education Initiatives in Science and Engineering Fields -Advanced Approaches in Secondary Education Scenes in Hokkaido Region-

2:00 PM - 2:30 PM JST(5:00 AM - 5:30 AM UTC)

[11p-B31-2] Does Self-Explanation After Discrepant Experiments Following Peer Instruction Promote Conceptual Change in Students’ Naive Conceptions?

〇Noriaki Ito¹ (1.Sapporo Keisei High School)

Keywords:

Peer Instruction,naive conceptions,conceptual change

Although Peer Instruction (PI) is effective in promoting conceptual change, a consistent proportion of students retain naive conceptions even after peer discussion. This study investigates whether a self-explanation process—triggered by presenting counter-intuitive experimental results following PI—can promote conceptual change in students who failed to change during discussion.