Promoting Conceptual Change through Cognitive Conflict Beverly L. Wood, University of Virginia Wendi E. Dass, Piedmont Virginia Community College Conference on Higher Education Pedagogy February 8, 2012 1. A fair coin is flipped five times, each time landing with tails up; TTTTT. What is the most likely outcome if a coin is flipped a sixth time? a) Tails b) Heads c) Tails and a heads are equally likely 2. A fair coin is tossed six times. Which of the following sequence of outcomes is the most likely result of six flips of the fair coin? (H: Head, T: Tails) a) THHTHT b) HTHTHT c) Both sequences are equally likely 3. Two containers, labeled A and B, are filled with red and blue marbles in the following quantities. Container A contains 100 marbles, 65 red and 35 blue ones. Container B contains 10 marbles, 6 red and 4 blue ones. After choosing one of the containers, you must draw out a marble (without looking, of course). If you draw a blue marble, you win $10. Which container gives you a better chance of winning? a) Container A (with 65 red and 35 blue) b) Container B (with 6 red and 4 blue) c) Equal chances from each container 4. Jenny lives in Minnesota and is choosing where she will go on vacation this summer. She is eager to spend some time in the sun and swim in the open water. Which of the following is more likely? a) Jenny will vacation in Virginia this summer. b) Jenny will vacation in Virginia Beach this summer. 5. A person must select committees from a group of 10 people. (A person may serve on more than one committee). Would there be: a) More distinct possible committees of 8 people? b) More distinct possible committees of 2 people? c) The same number of committees of 8 as committees of 2? References Clark, M., & Lovric, M. (2009). Understanding Secondary-Tertiary Transition in Mathematics, International Journal of Mathematical Education in Science and Technology, 40(6), 755-776. Clement, J. (1987). “Overcoming Students’ Misconceptions in Physics: The Role of Anchoring Intuitions and Analogical Validity,” in Proceedings of the International Seminar Misconceptions And Educational Strategies in Science and Mathematics (Vol. 3), pp. 84-97. Fast, G.R. (1999). “Analogies and Reconstruction of Probability Knowledge,” School Science and Mathematics, 99(5), 230-240. Gilovich, T., Griffin, D., & Kahneman, D. (2002). Heuristics and Biases: The Psychology of Intuitive Judgment. Cambridge, UK: Cambridge University Press. Kahneman, D., & Tversky, A. (1973). “Availability: A heuristic for judging frequency and probability,” Cognitive Psychology, 5, 207-232. Liu, Tzu-Chien (2010). “Developing Simulation-Based Computer Assisted Learning To Correct Students' Statistical Misconceptions Based On Cognitive Conflict Theory, Using ‘Correlation’ as an Example,” Journal of Educational Technology & Society, 13(2), 180192. Longfield, J. (2009). “Discrepant Teaching Events: Using An Inquiry Stance To Address Students’ Misconceptions,” International Journal of Teaching and Learning in Higher Education, 21(2), 266-271. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). “Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change,” Science Education, 66, 211-227. doi:10.1002/sce.3730660207