TY - JOUR
T1 - Effect of a conflict map-based teaching strategy on motivation and conceptual change
T2 - A case study of junior high school geography lessons
AU - Takagaki, Mayumi
AU - Tazume, Hlrotsugu
AU - Nakaya, Motoyuki
AU - Ito, Takamicm
AU - Kobayashi, Yoichro
AU - Mishma, Kazuhiro
PY - 2011
Y1 - 2011
N2 - The present study was designed to assist in the development of geography lessons for the second year of junior high school by applying the theoretical framework of conflict maps (Tsai, 2000) to learning about Japan from a global perspective. Effects of teaching strategies using conflict maps on cognitive and motivational changes were explored with a class of 14 students. Quantitative analysis of the results from questionnaires and interpretive analysis of free descriptions obtained from the students in the class before and after the experimental unit and after the lessons suggested the following changes: (a) The teaching strategy of conflict maps enhanced the students' motivation for applying their knowledge to critical events by relating preceding concepts (microscopic comprehension, i.e., the discrepancy between geographical events in Japan and in the rest of the world) to scientific concepts (macroscopic comprehension, i.e., the regularity of geographical events on a global dimension); (b) the conflict map teaching strategy of applying information technology (IT) in terms of perceptual events to simulate topography enhanced the students' integrative learning motivation; and
AB - The present study was designed to assist in the development of geography lessons for the second year of junior high school by applying the theoretical framework of conflict maps (Tsai, 2000) to learning about Japan from a global perspective. Effects of teaching strategies using conflict maps on cognitive and motivational changes were explored with a class of 14 students. Quantitative analysis of the results from questionnaires and interpretive analysis of free descriptions obtained from the students in the class before and after the experimental unit and after the lessons suggested the following changes: (a) The teaching strategy of conflict maps enhanced the students' motivation for applying their knowledge to critical events by relating preceding concepts (microscopic comprehension, i.e., the discrepancy between geographical events in Japan and in the rest of the world) to scientific concepts (macroscopic comprehension, i.e., the regularity of geographical events on a global dimension); (b) the conflict map teaching strategy of applying information technology (IT) in terms of perceptual events to simulate topography enhanced the students' integrative learning motivation; and
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U2 - 10.5926/jjep.59.111
DO - 10.5926/jjep.59.111
M3 - Article
AN - SCOPUS:84856079255
VL - 59
SP - 111
EP - 122
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 1
ER -