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Peer reviewedAlvermann, Donna E.; Hynd, Cynthia R. – Journal of Educational Research, 1989
Results are reported from a study which showed that activating competent readers' naive conceptions about a complex science concept is not as effective in dispelling inaccurate information as activating their naive conceptions and then explicitly directing them to read and attend to ideas that might differ from their own. (IAH)
Descriptors: Analysis of Variance, Higher Education, Physics, Prior Learning
