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Thacker, Ian; Sinatra, Gale M.; Muis, Krista R.; Danielson, Robert W.; Pekrun, Reinhard; Winne, Philip H.; Chevrier, Marianne – Journal of Educational Psychology, 2020
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were…
Descriptors: Attitude Change, Concept Formation, Persuasive Discourse, Reading
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Liu, Qing; Nesbit, John C. – International Journal of Science Education, 2018
This study investigated how studying a refutational map, a type of argument map, affected conceptual change. Refutational maps visually display both correct and alternative conceptions. Participants (N = 120) were randomly assigned to (1) a refutational map condition, (2) a refutational text condition, and (3) a non-refutational text condition.…
Descriptors: Concept Mapping, Persuasive Discourse, Concept Formation, Misconceptions
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Rosenblum, L. Penny; Ristvey, John; Hospitál, Laura – Journal of Visual Impairment & Blindness, 2019
Teachers of students with visual impairments play an integral role in supporting both students with visual impairments and general education teachers so that students can access the curriculum, including science-related topics (Anderson, 2009; Bogner et al., 2011; Wild & Koehler, 2017). Wild and Koehler (2017) identify six responsibilities of…
Descriptors: Visual Impairments, Blindness, Student Needs, Access to Education
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Duit, Reinders; Roth, Wolff-Michael; Komorek, Michael; Wilbers, Jens – International Journal of Science Education, 1998
Illustrates how a well-designed curriculum can lead students to construct an unwanted conception. Concludes that the conceptual-change-cum-discourse perspective has the potential to integrate the affordances of both methodological approaches and past empirical accomplishments. Contains 33 references. (DDR)
Descriptors: Concept Formation, Discourse Analysis, Foreign Countries, High Schools
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Stinner, Arthur – Science and Education, 1996
Addresses the need for organizing a science curriculum around contextual settings and science stories that serve to involve and motivate students. Outlines a proposed program of activities in terms of a sequence of theoretical and empirical activities that involve contextual settings, science stories, large context problems, thematic teaching, and…
Descriptors: Concept Formation, Elementary Secondary Education, Foreign Countries, Misconceptions
MacDonald, Dougal – 1989
This study explored the usefulness of an approach to science instruction which specifically considered children's spontaneous conceptions about natural phenomena. The aim of the instruction was the development of conceptual understanding. The instructional approach involved diagnosing children's spontaneous conceptions, making them aware of their…
Descriptors: Cognitive Structures, Concept Formation, Elementary School Science, Foreign Countries
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Larochelle, Marie; Desautels, Jacques – International Journal of Science Education, 1991
Identifies the unsophisticated assumptions and conjectures, both intuitive and empirical in character, underlying secondary school science students' (n=25) portrayal of scientific knowledge and its production. Structured interview protocols explored not only the students' substantive knowledge base but, perhaps more important, their ability to…
Descriptors: Cognitive Development, Concept Formation, Foreign Countries, Interviews
Griffiths, Alan K.; Barman, Charles R. – 1992
The substantial interest exhibited in the last decade in the identification of students' misconceptions of a wide range of scientific concepts has not extended to identification of students' misconceptions of the nature of science itself. This study examined the attitudes of 32 secondary school students, each from Canada, the United States, and…
Descriptors: Beliefs, Cognitive Structures, Concept Formation, Foreign Countries
Woloshyn, Vera E.; And Others – 1992
One hundred and forty students in grades 6 and 7 were asked to process 32 science statements. Half of the statements were consistent with their prior knowledge, whereas the remaining facts were inconsistent with it. Half of the students were instructed to read the sentences for understanding (reading controls). The remaining students were…
Descriptors: Beliefs, Cognitive Measurement, Cognitive Structures, Concept Formation