Learning Innovation Diffusion as Complex Adaptive Systems Through Cognitive Conflicts: What Constitutes as Valid Discrepancies?

• In Event: Instructional Paradigms in Humanities, Social Science, and Fine Arts Education

Abstract

Conceptual change through meaningful cognitive conflict requires learners to encounter discrepancies. However, the literature lacks sufficient understanding on what constitutes as valid discrepancies. This paper synthesizes valid discrepancies from the literature, and presents the findings from an exploratory case study that helps school leaders learning innovation diffusion as a Complex Adaptive System. The findings demonstrate some counterintuitive findings: what was conceived as valid discrepancies in the literature did not generate meaningful cognitive conflict, whereas what was conceived as not valid in the literature did. By challenging what constitutes as valid discrepancies, the paper argues that regarding a discrepancy valid is a product of learners’ cognition, rather than condition for cognition. Future research should focus on learners’ meaning-making process concerning discrepancies.

Author

• Junsong Huang, National Institute of Education - Nanyang Technological University