Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/27636

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Title
Investigating the relationship between refutational text and conceptual change
Author/Creator
Palmer, David H.
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.
Relation
Science Education Vol. 87, Issue 5, p. 663-684
Publisher Link
http://dx.doi.org/10.1002/sce.1056
Date
2003
Publisher
John Wiley & Sons Inc.
Keyword(s)
conceptual change;  refutational text;  misconception;  metacognition;  high school students
Resource Type
journal article
Identifier
http://hdl.handle.net/1959.13/27636
Identifier
ISSN:0036-8326
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Subject
"Science Education"
 
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