Optimizing Conditions for Learning: Situating Refutations in Epistemic Cognition

A refutation text is designed to promote conceptual change by explicitly acknowledging commonly held misconceptions about a topic, directly refuting them, and providing an accurate explanation. In this study, we determined the impact of different types of refutation texts on adolescent readers'...

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Bibliographic Details
Published in:The Journal of experimental education 2016-04, Vol.84 (2), p.245-263
Main Authors: Kendeou, Panayiota, Braasch, Jason L. G., Bråten, Ivar
Format: Article
Language:English
Subjects:
Achievement Gains
Beliefs
Change
Cognition & reasoning
Cognitive Processes
Comparative Analysis
comprehension
Concept Formation
conceptual change
Cyprus
discourse processes
Epistemology
Foreign Countries
Information Sources
Learning
Misconceptions
Opinions
Optimization
Persuasive Discourse
Pretests Posttests
Reading comprehension
Secondary School Science
Secondary School Students
Statistical Analysis
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Description
Summary:A refutation text is designed to promote conceptual change by explicitly acknowledging commonly held misconceptions about a topic, directly refuting them, and providing an accurate explanation. In this study, we determined the impact of different types of refutation texts on adolescent readers' conceptual change learning in science. Specifically, we manipulated the way the correct conception was justified and explained following work in epistemic cognition. Three different types of justification were compared to a control condition: justification by authority, justification by multiple sources, and justification by personal opinion. The findings showed that learning effects were optimized when the correct conceptions were presented in terms of a corroborated consensus among multiple sources.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.2015.1027806