The role of facial microexpression state (FMES) change in the process of conceptual conflict

Mei Hung Chiu*, Chin Cheng Chou, Wen Lung Wu, Hongming Liaw

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

8 引文 斯高帕斯(Scopus)

摘要

This paper explores whether facial microexpression state (FMES) changes can be used to identify moments of conceptual conflict, one of the pathways to conceptual change. It is known that when the preconditions of conceptual conflicts are met and conceptual conflicts are detected in students, it is then possible for conceptual change to take place. There were 102 university and high school students who were involved in this research, and about 80% of the participants held erroneous preconceptions on the scientific topic chosen. The results showed that FMES changes were detected in the majority of the students who made erroneous predictions as they underwent conceptual conflict. Furthermore, the lack of FMES change was shown to indicate a lowered likelihood of conceptual change, while the presence of FMES change doubled the likelihood of conceptual change. The results confirm that FMES can be useful in determining learners' awareness of conflicting concepts and their progress towards scientific understanding. Educational implications are discussed.

原文英語
頁(從 - 到)471-486
頁數16
期刊British Journal of Educational Technology
45
發行號3
DOIs
出版狀態已發佈 - 2014 五月

ASJC Scopus subject areas

  • 教育

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