| Self-reliance in science and technology requires high-quality science education to provide sustainable talent support.The improvement of the quality of science education is inseparable from the in-depth exploration of the laws of science learning.The revision of scientific knowledge is the key psychological mechanism of scientific learning.From the perspective of epistemology,the revision of scientific knowledge is the process of constructing and confirming new alternative knowledge,and changing the understanding and judgment of the original knowledge that conflicts with it.Researchers in different fields such as text comprehension,scientific thinking,and conceptual transformation have constructed numerous knowledge modification mechanism theories based on different perspectives such as information processing,epistemological cognition,and emotional motivation,and conducted a large number of studies using the paradigm of rebuttal and rebuttal.Although these theories generally believe that the revision of scientific knowledge is a process of cognitive conflict triggered by the context of knowledge conflict and urge learners to invest in cognitive resources to integrate conflicting knowledge.However,theories and research in different fields still have many shortcomings in the context of conflict,the specific mechanism of conflict generation and integration.First,scientific knowledge revision originates from common knowledge conflict situations such as rebuttal and rebuttal.There are currently controversies about the effectiveness of different knowledge conflict situations in promoting scientific knowledge revision;secondly,the conflict generation mechanism involves providing motivation for knowledge revision by triggering cognitive conflicts.The current process of cognitive conflict is insufficient in the structure and process evidence of the motivational function of cognitive conflict.Finally,the conflict integration mechanism involves the process of constructing a coherent relationship for conflict knowledge by investing cognitive resources.At present,at the overall level of cognitive investment,local objects There is a disagreement with the processing method.The limitations of these studies are mostly related to the insufficient analysis of the contextual structure of knowledge conflicts.On the one hand,there is a lack of a unified knowledge conflict situation analysis framework,which makes it impossible to make effective comparisons between different knowledge conflict situations;on the other hand,it fails to clearly distinguish the conflict and argumentation relationship between knowledge units,so that they cannot be separately investigated in the conflict generation and integration process.In order to promote the resolution of controversy,the present study divides the context of knowledge conflict into the conflict and argumentation relationship between knowledge units.Through three series of studies,a total of 9 experiments,comprehensive reading time,eye movement techniques,vocal thinking reports and psychometrics and other methods,from the conflict The three links of context,conflict generation and conflict integration,systematically explored the conflict generation-integration mechanism in which the context of knowledge conflict affects the revision of scientific knowledge.Research 1 focused on the structural differences of knowledge conflict context.Based on Experiment 1 and Experiment 2,the impact of knowledge conflict context with different argumentation structures on knowledge revision is systematically compared,and it is found that there are four types of knowledge conflicts:refutation,anomalous evidence,proof,and comparison.In the context,the proof conflict situation can promote the acceptance of new know-ledge,but it is difficult to change the original knowledge;while in the contrast conflict situation,the old and new knowledge cannot be revised.Only refutation and anomalous conflict situations can effectively promote knowledge revision.Research 2 focused on the mechanism of conflict generation.Based on 4 experiments from Experiment 3 to Experiment 6,it examines the motivational function of cognitive conflict in knowledge modification from two aspects:structure and process.The results found that（1）the level of cognitive conflict caused by conflict situations of refutation and disproval is higher than other conflict situations,（2）in conflict situations of refutation and disprove,cognitive conflict has a consistent psychological structure.including conflict recognition and perplexity experience There are three dimensions of engagement and engagement;（3）In the process of rebutting and disproving the two conflicting situations to promote knowledge revision,cognitive conflicts both play a causal mediating role,and the mediating effect is consistent between the two situations.Taken together,these results support the motivational function hypothesis of cognitive conflict.Research 3 focused on the conflict integration mechanism,based on 3 experiments from Experiment 7 to Experiment 9,by separating the knowledge conflict and argumentation methods in the context of knowledge conflict,respectively from the overall level of cognitive input,partial input and cognitive processing components.Analyzing the level,using reading time,eye movement and vocal thinking methods,systematically explored the conflict integration mechanism in which the context of knowledge conflict affects knowledge revision,and found that（1）Compared with the consistent condition,the knowledge conflict condition improves the overall cognition The level of resource input,（2）These cognitive resources are selectively invested in the integrated processing of alternative knowledge and its argumentation relationship,（3）These integrated processing components are mainly interpretation processing rather than judgment processing,（4）At the same time,compared with rebuttal argumentation,rebuttal argumentation reduces the overall and partial input level.These results indicate that individuals will not only invest more cognitive resources to interpret and process alternative knowledge to integrate conflicts,but also use the argumentation relationship in the context of knowledge conflicts to integrate conflicts,so as to save the input of cognitive resources.Based on the above research results,this research constructs a conflict generation-selective engagement model of scientific knowledge revision.And its theoretical significance and educational value were discussed. |
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