Differential Effects of Science Learning With Computer-Based Concept Maps, Refutational Text, and Expository Text

• In Event: 31.087 - Science Learning, Complexity, and Problem Solving in and With Technological Environments

Abstract

This study examined the effects of using concept map, refutation text and expository scientific text on student understanding of science. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links. Refutational texts are designed to elicit common misconceptions that learners typically hold about a topic, directly refute the misconceptions, and present scientific explanations as compelling alternatives. Expository scientific texts are written specifically to present correct scientific information. Sixty-seven participants were randomly assigned to study climate change information using one of these three formats. The dependent measures were tests of free recall and transfer. The concept map group significantly outperformed the refutational and scientific text groups on both free recall and transfer tests.

Authors

• Olusola Olalekan Adesope, Washington State University

• Andy R. Cavagnetto, Washington State University

• Nathaniel Hunsu, Washington State University

• Carlos Joe Anguiano, Washington State University

• Joshua Lloyd, Washington State University - Pullman