Date of Award:

5-2013

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Special Education and Rehabilitation Counseling

Department name when degree awarded

Special Education

Committee Chair(s)

James J. Barta (Committee Co-Chair), Suzanne H. Broughton (Committee Co-Chair)

Committee

James J. Barta

Committee

Suzanne H. Broughton

Committee

Susan A. Turner

Committee

Steven O. Laing

Committee

Brian K. Warnick

Abstract

This study quantitatively investigated refutation text’s power for conceptual change in Latter-day Saint religious doctrines. The study also examined religious interest levels. Participants for this study were 9th-, 10th-, 11th-, and 12th-grade seminary students from the private religious educational system of The Church of Jesus Christ of Latter-day Saints (LDS). Results of the study showed significant differences in conceptual change between participants’ reading refutation texts and those reading expository texts. Refutation texts significantly increased the likelihood of conceptual change when compared to expository texts. Results also showed participant preference toward refutation text structures. Furthermore, the study found significant correlations that verify topic interest as a possible predictor of conceptual change. Results of this study are of interest to researchers, teachers, curriculum writers, and LDS seminary teachers and administrators.

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