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Title:
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EFFECTS OF THE PRESENTATION OF PROVOCATIVE PROBLEMS ON TEXT COMPREHENSION |
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Author(s):
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Ulrike Hanke |
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ISBN:
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978-972-8939-17-5 |
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Editors:
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Miguel Baptista Nunes and Maggie McPherson |
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Year:
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2010 |
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Edition:
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Vol. II |
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Keywords:
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Provocation, MOMBI, text comprehension, equilibration theory, cognitive dissonance, mental disequilibrium |
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Type:
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Short Paper |
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First Page:
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167 |
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Last Page:
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170 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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According to different theories on cognitive processing and learning, everyday learning is caused by a mental disequilibrium (Piaget, 1976), which is also known as cognitive dissonance (Festinger, 1964). It is supposed that individuals have the tendency to search for mental equilibrium and consistency. As soon as they realize a mental disequilibrium or cognitive dissonance,they start to process the new information that caused the disequilibrium, in order to integrate it into their existing cognitive structure. Models of teaching like the MOMBI (model of model-based instruction) (Hanke, 2008) make use of this idea: MOMBI supposes that learning can be enhanced by presenting a provocation as a first teaching-intervention that provokes a mental disequilibrium, since a mental disequilibrium initiates almost automatically information processing, and with it, learning, in order to reestablish mental equilibrium. But does the presentation of a provocation before the presentation of learning material in the form of text or presentations in face-to-face and in e-learning environments really support learning? In the study at hand (N=65) no evidence for an enhanced problem solving capacity could be found. Subjects who were presented with a provocative problem before reading the text did not differ in the quality of problem solving after having read the text from subjects who got the problem only after having read the text. |
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