认知冲突与干预对SMA几何概念理解的影响分析

I. Hr, Alfiah Nurfadhilah Am. Hindi
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引用次数: 0

摘要

本研究旨在了解学生在几何概念理解上的认知冲突分析。使用的研究方法是描述性定性的。本研究以发生认知冲突的12班6名学生为样本,其中5名女生和1名男生。为了显示数据,使用的工具是访谈和书面问题。每个学生都完成了回答,这将提供新的信息来填补冲突。研究结果表明:(1)平面形状本质上的认知冲突发生在对矩形方形概念的理解和对方形菱形概念的理解上;(2)如何寻找平面形状面积的认知冲突发生在寻找矩形线面积和矩形线面积的概念上。内部有高线的三角形的面积与外部有高线的三角形的面积(3)在计算给定形状的面积的概念上发生认知冲突(4)在理解形状的面积和周长关系的概念上发生认知冲突,学生理解形状相同但形状不同的形状也会有不同的周长。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analysis of Cognitive Conflict with Intervention on the Understanding of Geometry Concepts in SMA
This research aims to obtain information about students' cognitive conflict analysis with interventions on understanding the concept of geometry. The research method used is descriptive qualitative. This study involved students who experienced cognitive conflict with a sample of 6 students of class XII consisting of 5 female students and 1 male student. To show the data, the instruments used were interview and written questions. Each student has finished delivering answers, which will provide new information that can fill the conflict. Based on the results of the study, it shows that: (1) Cognitive conflict in the nature of a flat shape occurs in understanding the concept of a square with a rectangle and the concept of a rhombus with a square (2) Cognitive conflict for how to find the area of a flat shape occurs in the concept of finding a line area with a rectangle and the concept. The area of a triangle that has a height line inside with an area of a triangle that has a height line outside (3) Cognitive conflict occurs in the concept of calculating the area of a given shape (4) Cognitive conflict occurs in understanding the concept of the relationship between area and perimeter of a shape flat, students understand that a shape that has the same shape but different shapes will also have different circumference.
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