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Learning Counter-Intuitive Science Concepts: What Have We Learned from Over a Decade of Research?
Peer reviewed Peer reviewed
Guzzetti, Barbara J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Integrates findings from qualitative and quantitative research in conceptual change that investigated text and text-based strategies. Emphasizes findings that have direct implications for instructional research and practice: (1) refutational text is not sufficient to produce conceptual change; (2) discussion of refutational text must be…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship
Content Determines Process: Seeing the Familiar in New Ways.
Peer reviewed Peer reviewed
Ridgeway, Victoria Gentry; Dunston, Pamela J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Examines conceptual change research to develop an instructional framework for science educators consonant with research on special education populations. Delineates a taxonomy of knowledge structures (classification, structure, process/mechanism, and concept/theory frames) derived from research that may be used to guide teaching strategy…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship
Supported Text in Electronic Reading Environments.
Peer reviewed Peer reviewed
Horney, Mark A.; Anderson-Inman, Lynne – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1999
Defines "electronic books," and shares examples of prior research on the use of such environments to improve the reading fluency and comprehension of students with reading difficulties. Presents a taxonomy of the types of supportive resources that have emerged from efforts to design and research the use of electronic books, and presents…
Descriptors: Electronic Text, Learning Disabilities, Literacy, Reader Text Relationship