Using persuasive refutation texts to prompt attitudinal and conceptual change.

2020 ◽  
Vol 112 (6) ◽  
pp. 1085-1099 ◽  
Author(s):  
Ian Thacker ◽  
Gale M. Sinatra ◽  
Krista R. Muis ◽  
Robert W. Danielson ◽  
Reinhard Pekrun ◽  
...  
Keyword(s):  
Conceptual Change ◽  
Refutation Texts

Conceptual Change and Attitude Change: A Dynamic Interplay

2013 ◽  
Author(s):  
Benjamin C. Heddy ◽  
Gale M. Sinatra ◽  
Robert Danielson ◽  
Jesse Graham
Keyword(s):  
Conceptual Change ◽  
Attitude Change ◽  
Dynamic Interplay

A Heuristic for Conceptual Change

1995 ◽  
Vol 62 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Frank Arntzenius
Keyword(s):  
Conceptual Change

Teaching for conceptual change in elementary and secondary science methods courses

1999 ◽  
Vol 83 (3) ◽  
pp. 275-307 ◽  
Author(s):  
Robin Marion ◽  
Peter W. Hewson ◽  
B. Robert Tabachnick ◽  
Kathryn B. Blomker
Keyword(s):  
Conceptual Change ◽  
Secondary Science ◽  
Science Methods ◽  
Methods Courses ◽  
Science Methods Courses

scholarly journals A content analysis of pre-college lesson plans on human evolution

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Rebecca L. Hite
Keyword(s):  
Best Practices ◽  
Social Science ◽  
Conceptual Change ◽  
Science Teachers ◽  
Human Evolution ◽  
Indirect Evidence ◽  
Lesson Plans ◽  
Multiple Sources ◽  
College Science ◽  
American Science

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

EXPRESS: The Effects of Experimentally Induced Emotions on Revising Common Vaccine Misconceptions

2021 ◽  
pp. 174702182110178
Author(s):  
Greg Trevors ◽  
Catherine Bohn-Gettler ◽  
Panayiota Kendeou
Keyword(s):  
Cognitive Processes ◽  
Positive Emotions ◽  
Educational Practice ◽  
Empirical Knowledge ◽  
Emotion Induction ◽  
Correct Information ◽  
Knowledge Revision ◽  
Refutation Texts ◽  
Experimentally Induced

Knowledge revision is the process of updating incorrect prior knowledge in light of new, correct information. Although theoretical and empirical knowledge has advanced regarding the cognitive processes involved in revision, less is known about the role of emotions, which have shown inconsistent relations with key revision processes. The present study examined the effects of experimentally induced emotions on online and offline knowledge revision of vaccination misconceptions. Before reading refutation and non-refutation texts, 96 individuals received either a positive, negative, or no emotion induction. Findings showed that negative emotions, more than positive emotions, resulted in enhanced knowledge revision as indicated by greater ease of integrating correct information during reading and higher comprehension test scores after reading. Findings are discussed with respect to contemporary frameworks of knowledge revision and emotion in reading comprehension and implications for educational practice.

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