REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH |
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| Authors: | Christine D Tippett |
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| Institution: | (1) Faculty of Education, Department of Curriculum & Instruction, University of Victoria, PO Box 3010, STN CSC, Victoria, BC, Canada, V8W 3N4 |
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| Abstract: | 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. |
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