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1.
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
2.
《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
3.
The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On‐line processes were measured using think‐aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off‐line comprehension, prior knowledge and epistemic beliefs were obtained. Results indicated that readers adjust their processing as a function of the interaction between epistemic beliefs and text structure. Readers with misconceptions and more sophisticated epistemic beliefs engage in conceptual change processes, but only when reading refutation texts. Results also showed that memory for text is not affected by differences in epistemic beliefs or text structure. These findings contribute to our understanding of the relations among factors associated with text comprehension and have implications for theories of conceptual change. 相似文献
4.
The present study investigated relationships between gender, interest and experience in electricity, and conceptual change text manipulations on learning fundamental direct current concepts. Conceptual change text has been shown to lead to better conceptual understanding of electrical concepts than traditional didactic text, but previous research suggested that the effect interacted with the gender of the participants. We hypothesized that interest moderated this interaction. In this study, men and women who had higher or lower interest in electricity and greater or lessor experience with electricity read conceptual change or traditional text. When interest level, experience, and prior knowledge were not included in the analysis, both gender and text type produced significant main effects. When interest level, experience, and prior knowledge were included in the analysis, conceptual change text led to better understanding of electricity concepts than did the traditional text, and the effect of gender was eliminated. This finding supports the hypothesis that prior interest level, experience, and knowledge mediate apparent gender differences in learning about electricity. It suggests that conceptual change text manipulations are likely to be effective for both men and women. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 107–123, 1997. 相似文献
5.
The study compared the comprehension processes and outcomes obtained with refutation and expository text and their association with learning outcomes. After a knowledge pretest, undergraduate students read an extended expository text or a corresponding refutation text that addressed three potential misconceptions about the scientific concept of energy. Think-aloud, cued recall, and posttest data indicated that the positive impact of refutation text was more associated with comprehension outcomes than processes. Refutation text did not influence comprehension processes but facilitated valid inference generation in recall and minimized the negative effects of distortions on learning. The findings suggest the timing of the refutation text effect to be later, after reading, and its nature to be that of neutralizing the influence of any misconceptions on learning from text instead of changing them. 相似文献
6.
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
7.
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
8.
One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions. 相似文献
9.
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
10.
Nicola Ariasi Lucia Mason 《International Journal of Science and Mathematics Education》2014,12(3):493-523
This study extends current research on the refutation text effect by investigating it in learners with different levels of working memory capacity. The purpose is to outline the link between online processes (revealed by eye fixation indices) and off-line outcomes in these learners. In science education, unlike a standard text, a refutation text acknowledges readers’ alternative conceptions about a topic, refutes them, and presents scientific conceptions as viable alternatives. Lower and higher memory span university students with alternative conceptions about the topic read either a refutation or a non-refutation text about tides. Off-line measures of learning revealed that both groups of refutation text readers attained higher knowledge gains. During the reading process, refutation text readers fixated for longer on the refutation segments while reading the parts presenting the scientific information (look-froms). Non-refutation text readers looked back to the informational parts for longer. Look-froms (positively) and reading time (negatively) predicted learning from refutation text, indicating that the quality, not quantity, of reading was related to it. In contrast, learning from non-refutation text was predicted only by working memory capacity. The refutation effect is discussed and educational implications are drawn. 相似文献
11.
Anne Beerenwinkel Ilka Parchmann Cornelia Gr?sel 《International Journal of Science and Mathematics Education》2011,9(5):1235-1259
This study explores the effect of a conceptual change text on students?? awareness of common misconceptions on the particle model of matter. The conceptual change text was designed based on principles of text comprehensibility, of conceptual change instruction and of instructional approaches how to introduce the particle model. It was evaluated in an empirical study with 214 students. Students?? learning was measured with a pre?Cpost-test design. Item response theory was used for analysing students?? answers. We found that reading the criteria-based text fostered students?? awareness of common misconceptions about the particle model and yielded overall improved results as compared to reading a traditional text. 相似文献
12.
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
13.
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
14.
Hsin Ning Jessie Ho Meng-Jung Tsai Ching-Yeh Wang Chin-Chung Tsai 《International Journal of Science and Mathematics Education》2014,12(3):525-554
This study employed eye-tracking technology to examine how students with different levels of prior knowledge process text and data diagrams when reading a web-based scientific report. Students’ visual behaviors were tracked and recorded when they read a report demonstrating the relationship between the greenhouse effect and global climate change in 2 diagrams and 4 textual sections. Based on the pretest scores, 13 participants were categorized into high and low prior knowledge (PK) groups. Eye-tracking measures including the total reading time, total fixation duration, and total regression number on each area of interest of the 2 groups were compared. A heat map was further used to show the overall visual distribution of each group. In addition, the inter-scanning transitions between the textual and graphical information of the 2 groups were compared and further confirmed by the patterns of the scan paths. The results revealed that overall students spent more time reading the textual than the graphical information. The high PK students showed longer fixation durations and more regressions on the graphics than the low PK students. Meanwhile, the high PK students showed more inter-scanning transitions than the low PK students not only between the text and graphics but also between the 2 data diagrams. This suggests that the high PK students were more able to integrate text and graphic information and inspect scientific data which is essential for online inquiry learning. This study provides eye-tracking evidence to show that low PK students have difficulties integrating scientific diagrams with expository texts and inspecting scientific data diagrams that are commonly shown in websites. Suggestions are made for future studies and instructional design for online inquiry-based science learning. 相似文献
15.
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
16.
Misconceptions about science are often not corrected during study when they are held with high confidence. However, when corrective feedback co-activates a misconception together with the correct conception, this feedback may surprise the learner and draw attention, especially when the misconceptions are held with high confidence. Therefore, high-confidence misconceptions might be more likely to be corrected than low-confidence misconceptions. The present study investigates whether this hypercorrection effect occurs when students read science texts. Effects of two text formats were compared: Standard texts that presented factual information, and refutation texts that explicitly addressed misconceptions and refuted them before presenting factual information. Eighth grade adolescents (N = 114) took a pre-reading test that included 16 common misconceptions about science concepts, rated their confidence in correctness of their response to the pre-reading questions, read 16 texts about the science concepts, and finally took a post-test which included both true/false and open-ended test questions. Analyses of post-test responses show that reading refutation texts causes hypercorrection: Learners more often corrected high-confidence misconceptions after reading refutation texts than after reading standard texts, whereas low-confidence misconceptions did not benefit from reading refutation texts. These outcomes suggest that people are more surprised when they find out a confidently held misconception is incorrect, which may encourage them to pay more attention to the feedback and the refutation. Moreover, correction of high-confidence misconceptions was more apparent on the true/false test responses than on the open-ended test, suggesting that additional interventions may be needed to improve learners' accommodation of the correct information. 相似文献
17.
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
18.
《Instructional Science》2012,40(5):745-754
Medical students often have initial understanding concerning medical domains, such as the central cardiovascular system (CCVS), when they enter the study programme. These notions may to some extent be in conflict with scientific understanding, which can be seen as a challenge for medical teaching. Hence, the purpose of this study was to analyse what kind of initial mental models students have about the CCVS and how these models change after a course. Further, we were interested in how medical students evaluate the role of problem-based learning (PBL)-enriched conventional instruction in their learning of the CCVS. Pre- and posttests consisting of a drawing task were conducted with 60 Finnish medical students. Additionally, problem-based learning and course evaluation questionnaires were administered. Results show that one-third of the students had misconceptions such as single-loop concepts in understanding the CCVS before the course. Although the instruction seems to support conceptual change, 10 % of the students did not reach a scientific model. In their evaluations of the learning environment, the students appreciated working in small groups in addition to lectures. Sixty-five percent of the students considered PBL an effective learning method, whereas the rest of the students found it ineffective. In sum, although most of the first-year medical students reached an adequate representation of the central cardiovascular system, too many seem to have resistant misconceptions. Hence, in developing learning environments that support students’ conceptual change in the medical domain, students’ prior knowledge and perceptions of learning environments need to be taken into account. 相似文献
19.
Previous research has suggested that refutation texts are effective in facilitating learning and revision of misconceptions and that explanations are an essential component in their efficacy. In this study, we investigated the extent to which reading refutation texts featuring an analogy as an explanatory tool rather than a causal explanation results in different encoding processes during reading, belief in misconceptions, and confidence in beliefs. Using a think-aloud methodology, we found that a higher proportion of text-based inferences was associated with analogy texts than with non-analogy texts, and a higher proportion of knowledge-based inferences was associated with non-analogy than with analogy texts. Contrary to our hypotheses, no significant differences were found in belief in misconceptions and confidence outcomes between the text conditions. We discuss the implications of these findings in light of previous research suggesting that analogies improve learning outcomes. 相似文献
20.
Refutation texts facilitate knowledge revision by placing science misconceptions in the foreground. However, in some situations, repeating incorrect information can work against the desired goal of correcting misconceptions, or can spread misinformation to new audiences. Thus, our goal was to examine whether merely implying the existence of a misconception, without explicitly stating the incorrect information, is sufficient to facilitate knowledge revision from a text. Undergraduate participants who expressed a common physics misconception read one of three passages about the issue, including a correct explanation of the situation. The passages differed in whether the refutation of the misconception was explicitly stated, implied by a warning phrase, or not referred to at all. We found that participants were less likely to express the misconception when they were questioned about the topic after reading the passage with the explicit refutation or with the warning phrase. Furthermore, the current results indicate that refutations of misconceptions can influence knowledge revision in ways that extended beyond the details of the original learning episode, even when they are only implied by a warning phrase. However, it remains unclear whether implied refutations of misconceptions can endure across a delay in time. These findings have potential implications for optimizing science texts to effectively address misconceptions. 相似文献