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| Qian, Gaoyin | 1 |
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Peer reviewedQian, Gaoyin; Alvermann, Donna E. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Focuses on how students' epistemological beliefs are related to conceptual change learning in science. Addresses: taking students' epistemological beliefs into account; findings of secondary school students' epistemological beliefs about science; and instructional strategies to promote students' mature epistemological beliefs. Focuses specifically…
Descriptors: Concept Formation, Epistemology, Literature Reviews, Misconceptions
Peer reviewedGuzzetti, 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
Peer reviewedDole, Janice A. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Examines reader and text variables related to conceptual change learning from science textbooks. Shows it is difficult to change readers' prior knowledge by reading texts that are inconsistent with that knowledge, but refutation text was shown to impact students' prior knowledge when that knowledge contained naive scientific conceptions. Addresses…
Descriptors: Elementary Secondary Education, Misconceptions, Prior Learning, Reader Text Relationship
Peer reviewedRidgeway, 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
Peer reviewedMaria, Katherine – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Demonstrates how social constructivism has affected conceptual change research, and draws implications for reading and writing instruction from conceptual change research using social constructivism as a theoretical framework. Discuss why conceptual change researchers turned to social constructivism as a theoretical framework for their research.…
Descriptors: Cognitive Processes, Concept Formation, Elementary Secondary Education, Literature Reviews
Peer reviewedSwafford, Jeanne; Bryan, Jan K. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Proposes that instruction targeted at conceptual change should be designed to consider cognitive development and capitalize on what is known about social development. Examines instructional strategies (Concept Oriented Reading Instruction, Discussion Webs, collaborative writing, learning logs, and divided page journals) that promote middle school…
Descriptors: Change Strategies, Collaborative Writing, Elementary Secondary Education, Journal Writing
