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Issue No.01 - January/February (2009 vol.7)
pp: 68-71
Yuen-Yan Chan , The University of Hong Kong
Victor K. Wei , The Chinese University of Hong Kong
ABSTRACT
The authors present a case study in which conceptual change pedagogy was implemented in information security education. The results suggest conceptual change fostered by anomalous data is effective in the teaching and learning of information security.
INDEX TERMS
Security and privacy, education, conceptual change
CITATION
Yuen-Yan Chan, Victor K. Wei, "Teaching for Conceptual Change in Security Awareness: A Case Study in Higher Education", IEEE Security & Privacy, vol.7, no. 1, pp. 68-71, January/February 2009, doi:10.1109/MSP.2009.22
REFERENCES
1. C.A. Chinn and W.F. Brewer, "The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction," Rev. Educational Research, vol. 63, no. 1, 1993, pp. 1–49.
2. Y.-Y. Chan and V.K. Wei, "Teaching for Conceptual Change in Security Awareness," IEEE Security and Privacy, vol. 6, no. 6, 2008, pp. 67–69.
3. C.A. Chinn and B.A. Malhotra, "Children's Responses to Anomalous Scientific Data: How Is Conceptual Change Impeded?" J. Educational Psychology, vol. 94, no. 2, 2002, pp. 327–343.
4. J.E. Ormrod, Educational Psychology: Developing Learners, 6th ed., Prentice Hall, 2008.
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