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1.
Refutation texts have been previously shown to be effective at promoting knowledge revision. The current study builds on recent trends to gain deeper insights into how this learning advantage can be enhanced and extended to more learners. In particular, we examined whether distinct epistemic profiles can be discerned on the basis of individuals’ beliefs about justification for knowing (i.e., justification by authority, personal opinion, or multiple sources) in the natural sciences. Further, we designed refutation texts according to this trichotomous framework of epistemic justification. We tested whether profiles stronger in certain dimensions would attain higher learning scores over others and whether consistency between profiles and texts would confer a learning advantage compared to when these factors were inconsistent. Results showed that distinct epistemic profiles are discernable and a profile with stronger preference for justification by multiple sources, authority, and lower preference for justification by personal opinion in natural science attained higher learning scores. Further, higher learning scores were observed when refutation texts justified by authoritative explanations were consistent with one cluster dominant in preference for justification by authority. Theoretical and instructional design implications are discussed. 相似文献
2.
Refutation text is potentially more effective than standard text for conceptual change. Learning from text and graphic is also potentially superior to learning from text alone. In two studies, we investigated the effectiveness of both a refutation text and a refutation graphic for promoting high school students’ conceptual change learning about season change, as well as their metacognitive awareness of conceptual conflict and knowledge revision. In both studies, participants were randomly assigned to one of four conditions: (1) standard text with standard graphic, (2) standard text with refutation graphic, (3) refutation text with standard graphic, or (4) refutation text with refutation graphic. Both studies had a pretest, immediate post-test, and delayed post-test design and involved students with an initial common misconception about the causes of season change. In Study 2, explicit relevance instructions to observe the important illustration were given to the participants. In both studies, refutation text with refutation graphic was not more beneficial than other instructional materials, either at immediate or delayed post-test. In Study 1, more stable conceptual change learning emerged in readers of the refutation text with standard graphic compared to readers in the control condition. In Study 2, readers of the standard text with refutation graphic performed as well as readers of the refutation text with standard graphic. In addition, more readers of the refutation text with either graphic showed metacognitive awareness of their knowledge change compared to readers in the control condition. Educational implications underline the importance of relevance instructions for guiding readers toward the graphic and of the design of text-graphic pairing to sustain knowledge revision. 相似文献
3.
Effective instruction for conceptual change should aim to reduce the interference of irrelevant knowledge structures, as well as to improve sense-making of counterintuitive scientific notions. Refutation texts are designed to support such processes, yet evidence for its effect on individual conceptual change of robust, complex misconceptions has not been equivocal. In the present work, we examine whether effects of refutation text reading on conceptual change in biological evolution can be augmented with subsequent peer argumentation activities. Hundred undergraduates read a refutation text followed by either peer argumentation on erroneous worked-out solutions or by standard, individual problem solving. Control group subjects read an expository text followed by individual problem solving. Results showed strong effects for the refutation text. Surprisingly, subsequent peer argumentation did not further improve learning gains after refutation text reading. Dialogue protocols analyses showed that gaining dyads were more likely to be symmetrical and to discuss core conceptual principles. 相似文献
4.
We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed. 相似文献
5.
Benjamin C. Heddy Robert W. Danielson Gale M. Sinatra Jesse Graham 《Journal of Experimental Education》2017,85(3):513-533
The purpose of this study was to explore whether conceptual change predicted emotional and attitudinal change while learning about genetically modified foods (GMFs). Participants were 322 college students; half read a refutation text designed to shift conceptual knowledge, emotions, and attitudes, while the other half served as a control group. The results suggest that the refutation text effectively facilitated change in conceptual knowledge, emotions, and attitudes. The hypothesized relationship among the variables was explored using structural equation modeling. The analysis showed that when participants experienced knowledge change toward more scientifically accepted conceptions of GMFs, their emotions became more positive and less negative, which predicted a subsequent shift toward more-positive attitudes. The results suggest that change in emotions mediates the relationship between conceptual and attitudinal change. Several theoretical and practical implications are discussed including the impact that these findings may have on science education. 相似文献
6.
《Contemporary educational psychology》2014,39(2):164-174
This study explored how confidence in prior knowledge, self-efficacy, interest, and prior knowledge interact in conceptual change learning. One hundred and sixteen college students completed an assessment of confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions before reading a refutation text on seasonal change. Students’ misconceptions and scientific understanding of seasonal change was then assessed before and after reading a refutation text, and again at a two week delayed posttest. Three profiles of students emerged based on their confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions. The profiles included: (1) Low (low confidence, self-efficacy, interest, and prior scientific understanding and high prior misconceptions), (2) mixed (high confidence, self-efficacy, and interest, but low prior scientific understanding and high prior misconceptions), and (3) high (high confidence, self-efficacy, interest, and prior scientific understanding and low prior misconceptions). Results indicated that the mixed profile appeared to be most productive for conceptual change and that learner characteristics most productive for conceptual change learning may differ from those most productive in other learning situations. 相似文献
7.
Ivar Bråten Leila E. Ferguson Helge I. Strømsø Øistein Anmarkrud 《European Journal of Psychology of Education - EJPE》2013,28(3):879-902
Building on the multidimensional framework of epistemic cognition proposed by Greene et al. (Educational Psychologist 43:142–160, 2008), this study examined beliefs about justification of knowledge claims in science among 65 Norwegian 10th graders. The first research question asked whether beliefs in personal justification, justification by authority, and justification by multiple sources differed in strength among the participants. It was found that the students most strongly believed in justification by authority, followed by justification by multiple sources and personal justification. The second research question asked whether the three types of justification beliefs differentially and uniquely predicted the comprehension of multiple conflicting documents on a science issue. In a multiple regression analysis with multiple-documents comprehension indicated by essay performance as the dependent variable, both personal justification and justification by multiple sources emerged as unique predictors when topic knowledge was controlled for. Specifically, beliefs in personal opinion as a means of justifying knowledge claims in science was negatively related to multiple-documents comprehension, whereas beliefs in justification through corroboration across multiple sources of information were positively related to multiple-documents comprehension. This study provides new evidence about relationships between epistemic beliefs and new literacy competencies needed in an information society, such as integrating across multiple conflicting sources of information; relationships that may also have practical implications. 相似文献
8.
This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and conceptual change when reading a refutation text about the common cold. It was hypothesized that the participants in the utility, attainment, and control conditions would differ in their engagement, and degree of conceptual change. 相似文献
9.
As people attempt to make sense of the world, they develop personal knowledge structures. These structures often contain misconceptions—inaccurate
or incomplete information—that are highly resistant to change because existing knowledge networks must be restructured to
accommodate counterintuitive information in a process known as conceptual change. Since textbooks are the dominant resource
for science instruction in most classrooms, text-based methods of facilitating conceptual change need to be examined. Since
the mid-1980 s, researchers have investigated the conceptual change potential of refutation text, a text structure that includes
elements of argumentation and that has been described as one of the most effective text-based means for modifying readers’
misconceptions. In this paper, twenty years of refutation text research in science and reading education is reviewed and then
a secondary analysis of those results is conducted to explore developmental aspects of the efficacy of refutation text. Although
a developmental relationship was not revealed, two decades of research indicate that reading refutation text rather than traditional
expository text is more likely to result in conceptual change. 相似文献
10.
《The Journal of educational research》2012,105(6):407-423
ABSTRACT Students often hold misconceptions that conflict with scientific explanations. Research has shown that refutation texts are effective for facilitating conceptual change in these cases (Guzzetti, Snyder, Glass, & Gamas, 1993). The process through which refutation texts have their effect is not clear. The authors replicated and extended previous research investigating cognitive processes involved in the refutation text effect. Undergraduates read either a refutation or an expository text on seasonal change. Individual reading times were recorded. Participants’ conceptions were measured at pretest, posttest, and delayed posttest. Results showed that readers spent less time reading the refutation paragraph compared to the expository paragraph. The refutation text group had fewer misconceptions at posttest. These findings suggest that refutation text processing differences mirror similar findings in the attention literature, which may account for their effectiveness. 相似文献
11.
Students are often asked to make evaluations of scientific explanations, which may involve judgments about the plausibility of competing alternatives. We examined undergraduate students' critical evaluations and plausibility perceptions of climate change when reading two different types of text: expository and refutation. Our findings show that greater critical evaluation and higher plausibility related to more knowledge after reading, but only with the refutation text. Furthermore, we found that greater plausibility had a stronger effect on knowledge after reading the refutation text, whereas greater background knowledge had a stronger effect on knowledge after reading the expository text. We also examined changes in students' plausibility and knowledge. There was significant changes in plausibility and knowledge with the refutation text, but no significant change in either variable with the expository text. These results suggest that evaluations and judgments about plausibility may be factors contributing to the refutation effect and knowledge reconstruction. 相似文献
12.
Using cluster-analysis in a sample of 65 Norwegian 10th graders, we identified subgroups characterized by relatively high levels of knowledge combined with relatively low beliefs in personal justification of knowledge claims, as well as subgroups characterized by the opposite pattern of knowledge and personal justification. Moreover, the high knowledge/low personal justification groups differed with respect to the strengths of their beliefs in justification by authority and justification by multiple sources. After having read multiple conflicting texts on a science topic, the majority of students increased their knowledge about the topic and lowered their beliefs in personal justification, combining this pattern with higher beliefs in either justification by authority or justification by multiple sources. The subgroup characterized by relatively high level of knowledge and relatively low level of personal justification in combination with strong beliefs in justification by multiple sources performed best on a multiple-text comprehension measure. Theoretical and educational implications of the study are discussed. 相似文献
13.
Recently, cognitive load theory has been considered within conceptual change research. Although the effectiveness of refutation texts (RT) has been proven, the conceptual change process involved and the influencing factors remain unclear. To contribute to this research, we investigate the efficiency of pupils working with a modified RT design in which the alternative and scientific conceptions are not explicitly contrasted, and we examine the level of learner expertise as a possible influencing factor. We investigated the efficiency based on the scientific conceptions learned and the mental effort invested (reflecting cognitive load) during instruction (N = 195, 9th graders). Only pupils with high prior knowledge (experts) showed low efficiency and higher mental effort when dealing with alternative conceptions. Our results indicate that the experts did not profit from the mental effort they invested in the learning process, whereas the novices seemed to profit from their invested mental effort. 相似文献
14.
Using a sample of 282 Norwegian upper secondary students, we examined whether two dimensions of topic‐specific epistemic beliefs, concerning the certainty of knowledge and the justification for knowing, predicted students' understanding of seven texts representing partly conflicting views on climate change. Text comprehension was measured at three different levels. Topic knowledge and topic interest were included in the analyses as control variables. Hierarchical regression analyses showed that students' beliefs about justification for knowledge positively predicted text comprehension at all three levels. That is, students believing that knowledge claims about climate change should be based on rules of inquiry and the evaluation and integration of multiple information sources did better on the three comprehension measures. 相似文献
15.
Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexia Association; IDA, 2018). A sample of preservice teachers (n = 97) was randomly assigned to either the Dyslexia Basics text (n = 48) or the refutation text (n = 49). A one-way repeated ANOVA was used to identify if growth rates from pretest to posttest were differential across conditions. Results suggest that while both texts affect conceptions, the refutation text outperformed the Dyslexia Basics text (n = 97), η2 = 0.33. Effects were maintained at a delayed posttest (n = 75), η2 = 0.175. Interaction effects suggested that the amount of reading coursework did not moderate conceptual change. Implications for facilitating conceptual change of dyslexia will be discussed. 相似文献
16.
In this study, we defined and quantified the degree of cognitive conflict induced by a discrepant event from a cognitive perspective. Based on the scheme developed, we investigated the relationship between cognitive conflict and conceptual change, and the influences of students' cognitive characteristics on conflict in learning the concept of density. Subjects were 171 seventh-grade girls from two city middle schools in Korea. Tests regarding logical thinking ability, field dependence/independence, and meaningful learning approach were administered. A preconception test and a test of responses to a discrepant event were also administered. Computer-assisted instruction was then provided to students as a conceptual change intervention. A conception test was administered as a posttest. In analysing students' responses to the discrepant event, seven types of responses were identified: Rejection, reinterpretation, exclusion, uncertainty, peripheral belief change, belief decrease, and belief change. These types were then ordered into four levels. The results indicated that there existed a significant correlation between cognitive conflict and conceptual change. t-test results revealed that there were statistically significant differences in the degree of cognitive conflict by the levels of students' logical thinking ability and field dependence/independence. Meaningful learning approach, however, was found to have no statistically significant effect on cognitive conflict. Educational implications are discussed. 相似文献
17.
Miriam Leuchter Henrik Saalbach Ilonca Hardy 《International Journal of Science Education》2013,35(10):1751-1771
Research on learning and instruction of science has shown that learning environments applied in preschool and primary school rarely makes use of structured learning materials in problem-based environments although these are decisive quality features for promoting conceptual change and scientific reasoning within early science learning. We thus developed and implemented a science learning environment for children in the first years of schooling which contains structured learning materials with the goal of supporting conceptual change concerning the understanding of the floating and sinking of objects and fostering students' scientific reasoning skills. In the present implementation study, we aim to provide a best-practice example of early science learning. The study was conducted with a sample of 15 classes of the first years of schooling and a total of 244 children. Tests were constructed to measure children's conceptual understanding before and after the implementation. Our results reveal a decrease in children's misconceptions from pretest to posttest. After the curriculum, the children were able to produce significantly more correct predictions about the sinking or floating of objects than before the curriculum and also relative to a control group. Moreover, due to the intervention, the explanations given for their predictions implied a more elaborated concept of material kinds. All in all, a well-structured curriculum promoting comparison and scientific reasoning by means of inquiry learning was shown to support children's conceptual change. 相似文献
18.
In many situations, readers are asked to learn from multiple documents. Many studies have found that evaluating the trustworthiness and usefulness of document sources is an important skill in such learning situations. There has been, however, no direct evidence that attending to source information helps readers learn from and interpret a document's content. In this study we examined whether students' awareness of sources predicts their comprehension of documents, controlling for prior knowledge, interest and perceived comprehensibility of the texts. Participants read multiple texts that provided different perspectives on the causes and solutions of climate change. Deep comprehension was measured using both within-text and across-text inference verification tests. Source awareness was measured using a test of memory for sources. We found that memory for sources predicted both types of deep comprehension. These results, in combination with source training studies, suggest that improving students' sourcing skills may benefit their learning of text content. 相似文献
19.
The authors mainly aimed to investigate the following question: Are there any significant effects of the first combined method of a conceptual change approach with refutation text, worksheets, and activities with respect to the second combined method of a conceptual change approach with conceptual texts, presentations, and activities on students' misconceptions and achievement on a 3-tier posttest score measuring Grade 7 basic astronomy concepts when independent variables are controlled? There was a statistically significant effect of the first combined method with respect to the second method at the medium effect size on both misconception scores and achievement scores. This finding clearly demonstrates that use of the first combined method, which included refutation texts with worksheets, eliminated the students' misconceptions and increased their achievement. The second combined method also increased the students' achievement, but almost 40% of their misconceptions remained. 相似文献
20.
In this study, we investigated whether refutation texts (i.e., texts that explicitly state and refute a misconception) facilitate spontaneous transfer of revised knowledge to new situations. In Experiments 1 and 2, students read refutation, transfer, and non-refutation texts. Transfer texts were either preceded by refutation (Experiment 1) or non-refutation texts (Experiment 2). In both experiments, comprehension of the transfer texts required activation and use of the correct belief. Each text contained a target sentence that was consistent with the correct belief. In both experiments, reading times of the target sentences were collected and compared to provide an implicit measure of transfer. Additionally, a transfer problem test was also administered after reading the texts to assess transfer in a more explicit way. The results revealed that refutation texts are more effective in facilitating revision and spontaneous transfer of revised knowledge than non-refutation texts. These results add to the growing body of evidence for the applicability of using refutation texts in revising misconceptions. 相似文献