Document Type

Article

Journal/Book Title/Conference

Journal of Educational Research

Volume

103

Issue

6

Publisher

Taylor & Francis

Publication Date

2010

First Page

407

Last Page

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.

Comments

Originally published by Taylor & Francis. Full text purchasing and subscription options available here. Author's preprint available for download.

 
 

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