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  1. null (Ed.)
  2. Cognitive conflict arises when students’ expectation about a physical situation, such as the relative temperatures of metal and cloth, are not experimentally verified. The paper reviews this approach as a tool for promoting conceptual learning in undergraduate engineering courses, through three case studies. These cases demonstrate that cognitive conflict can be a successful strategy for engineering instructors to support students’ conceptual learning in engineering as a first step to create a teachable moment. 
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  3. Paper discussed cognitive conflict and mentions how the IBLAs were administered through the Concept Warehouse. 
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