Discrepant Event: The Great Bowling Ball Float-Off

2004 ◽  
Vol 81 (9) ◽  
pp. 1309 ◽  
Author(s):  
William F. Griffith ◽  
Kathleen Holley ◽  
Diana Mason ◽  
Sharon E. Hogue ◽  
Kirk Hunter
Keyword(s):  
Discrepant Event

Exploring the role of a discrepant event in changing the conceptions of evaporation and boiling in elementary school students

2015 ◽  
Vol 16 (3) ◽  
pp. 670-679 ◽  
Author(s):  
Seoung-Hey Paik
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Point Of View ◽  
School Students ◽  
Science Textbooks ◽  
Discrepant Event ◽  
5Th Grade ◽  
Obvious Source

The purpose of this study was to explore how examples used in teaching may influence elementary school students' conceptions of evaporation and boiling. To this end, the examples traditionally used to explain evaporation and boiling in Korean 4th grade science textbooks were analyzed. The functions of these published examples were explanation (empirical recognition, identification, and evidence) and reinforcement (applications). However, few reinforcement functions (such as comparison and supposition) or clarification functions (such as extension and contrast) were employed. The evaporation and boiling conceptions of 41 students in the 4th grade, 55 students in the 5th grade, and 28 students in the 6th grade were surveyed. Many students thought of evaporation phenomena under heating conditions as boiling, and the same phenomena without an obvious source of heating as evaporation. This meant that the presence of heating affected the students' conceptions of evaporation and boiling. In this study, the students were presented with clarifying functional examples that were not included in the textbooks. After exposure to these examples, many students revised their misconceptions and adopted scientific conceptions. Previous studies have argued that students must be able to reason from a microscopic point of view to understand evaporation and boiling phenomena; however, the tested students were able to classify the two different phenomena after experiencing appropriate functional examples.

Funny Letters: A Discrepant Event

1980 ◽  
Vol 27 (8) ◽  
pp. 43
Author(s):  
William Juraschek ◽  
Glenn McGlathery
Keyword(s):  
Discrepant Event

We would like to share with you an activity that is fun for youngsters and grown-ups alike. For maximum appreciation we ask that you first experience this “discrepant event” yourself.

Polarizing PVC — A Discrepant Event

2016 ◽  
Vol 54 (1) ◽  
pp. 6-7 ◽  
Author(s):  
David Headly ◽  
Mohamed Karabatek
Keyword(s):  
Discrepant Event

Children’s and Adults’ Reactions to a Schema-discrepant Event: A Developmental Analysis of Surprise

1999 ◽  
Vol 23 (1) ◽  
pp. 37-62 ◽  
Author(s):  
Achim Schützwohl ◽  
Rainer Reisenzein
Keyword(s):  
Young Adults ◽  
Information Processing ◽  
Developmental Changes ◽  
Reaction Study ◽  
The Core ◽  
Discrepant Event ◽  
Age Related ◽  
Children And Young Adults ◽  
General Slowing ◽  
Developmental Analysis

Three studies investigated age-related differences in the surprise reaction. Study 1 revealed that children and seniors showed a more pronounced action delay in response to a simple, hedonically neutral surprising event than young adults that could not be attributed to a general slowing of information processing. Studies 2 and 3 provided evidence that these age-related differences in action delay between children and young adults were due to children’s greater difficulties to ”nd an explanation for the occurrence of the surprising event and to decide on its relevance for action. These results support the idea that the core mechanism of surprise is evolutionary-based and age-invariant, but its eliciting conditions and consequences depend on developmental changes of knowledge structures.

scholarly journals Pengaruh Model (GI) Berbantuan Discrepant Event Terhadap Penguasaan Konsep IPA dengan Kovariabel Rasa Ingin Tahu

Mimbar Ilmu ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 64
Author(s):  
N.M Dewi ◽  
I G. Astawan
Keyword(s):  
Random Sampling ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Discrepant Event

Penelitian ini bertujuan untuk mengetahui: (1) perbedaan secara signifikan penguasaan konsep IPA antara siswa yang mengikuti model pembelajaran Group Investigation berbantuan Discrepant Event dan siswa yang mengikuti pembelajaran konvensional, (2) perbedaan penguasaan konsep IPA antara siswa yang mengikuti model pembelajaran Group Investigation  berbantuan Discrepant Event dan siswa yang mengikuti pembelajaran konvensional setelah variabel rasa ingin tahu dikendalikan, dan (3) kontribusi kovariabel rasa ingin tahu terhadap penguasaan konsep IPA siswa. Jenis penelitian ini adalah kuasi eksperimen, dengan desain Posstest Only Control Group Design. Sampel dilakukan dengan teknik group random sampling. Sampel dalam penelitian ini adalah berjumlah 56 siswa. Data penguasan konsep IPA dikumpulkan dengan metode tes sedangkan rasa ingin tahu menggunakan kuisioner. Data dianalaisis dengan menggunakan ANAKOVA. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan penguasaan konsep IPA siswa sebelum dan sesudah mengikuti model pembelajaran Group Investigation berbantuan Discrepant Event (Fhitung=75,711dengan nilai signifikansi diperoleh 0,000<0,05), (2) terdapat perbedaan yang signifikan penguasaan konsep IPA siswa dengan model pembelajaran Group Investigation berbantuan Discrepant Event dengan siswa yang mengikuti pembelajaran konvensional setelah kovariabel rasa ingin tahu dikendalikan (Fhitung = 81,629 dengan signifikansi 0,000<0,05), (3) terdapat kontribusi rasa inin tahu terhadap penguasaan konsep IPA siswa dengan besarya kontibusi yaitu 62,22%.

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