Fostering Conceptual Change Using Refutational Texts

• In Event: Poster Session 20
  In Poster Session: Exploring Science Education

Abstract

In this study, two formats of refutational texts were used: student-centred refutational text (SRT) and precise refutational text (PRT). Both SRT and PRT recognize the existence of students’ alternative conceptions (ACs), explicitly confronts these ACs by presenting their limitations, but only the former presents scientific conceptions as an alternative view and not as the “correct view”. The results of this study indicate that PRT has a slight advantage over SRT in effecting conceptual change, at least in relation to the students’ content knowledge. The effect of refutational texts, supplemented by paired discussion, on students’ confidence levels was not significant. Findings associated with students’ explanatory knowledge were inconclusive.

Authors

• Imelda Santos Caleon, National Institute of Education - Nanyang Technological University

• R. Subramaniam, National Institute of Education - Nanyang Technological University