- Title
- Investigating the relationship between refutational text and conceptual change
- Creator
- Palmer, David H.
- Relation
- Science Education Vol. 87, Issue 5, p. 663-684
- Publisher Link
- http://dx.doi.org/10.1002/sce.1056
- Publisher
- John Wiley & Sons Inc.
- Resource Type
- journal article
- Date
- 2003
- Description
- The aim of this study was to identify the type of conceptual change (assimilation or accommodation) that can be induced by a refutational text. Individual interviews were carried out with a stratified sample of eighty-seven grade 9 students. Forty-four percent of them were found to have a misconception about the concept of ecological role - they believed that some living things do not have a role in nature. These 36 students were asked to read either a text that refuted the misconception, or a control text that consisted of a didactic explanation of ecological role. They then participated in an immediate posttest and a delayed posttest. Surprisingly, both texts were able to induce accommodation in a large proportion of the students. Factors such as the high motivation of the students, encouragement of metacognition, age-readiness of the students, and a relative lack of robustness of the misconception were considered to have greatly facilitated the conceptual change process.
- Subject
- conceptual change; refutational text; misconception; metacognition; high school students
- Identifier
- uon:1862
- Identifier
- http://hdl.handle.net/1959.13/27636
- Identifier
- ISSN:0036-8326
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