This dissertation, "Exploring the Cognitive Conflict in Learning Through Knowledge Forum" by Chui-ngan, Yeung, 楊翠顔, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract Research about cognitive development is very popular among researchers in different subject areas. However, it is very rare to discuss the cognitive conflict in learning with social subjects, especially History. This study focuses on exploring how cognitive conflict affect students in History learning using Knowledge Forum. Learning with information technology is a popular trend in the past few years in Hong Kong. How Knowledge Forum helps students discuss, learn, think and share opinions has raised a lot of interests. The result of this study, in line with various other studies, indicates that the thinking process of students under cognitive conflict state experiences different phases. However rather surprisingly, the learning behavior further reviews that the students participated in this project have experienced unexpected gains in affective domain. Educators have always been faced with the challenge of helping the students to get the most out of the learning process while maintaining high academic performance on conventional assessment method. With the application of constructivist learning theories, like that of Knowledge Forum, into the classroom, there is a need for a new complementary assessment method. DOI: 10.5353/th_b2683593 Subjects: Cognitive learningLearningKnowledge management