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Teaching for Conceptual Change in Security Awareness: A Case Study in Higher Education
January/February 2009 (vol. 7 no. 1)
pp. 68-71
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.
1. 68 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.
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 and Privacy, vol. 7, no. 1, pp. 68-71, Jan./Feb. 2009, doi:10.1109/MSP.2009.22
