Poster #18 - Exploring the Limitations of Refutation Texts: A Closer Look at Individual Differences

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-3 - Research on Science Teaching and Learning Poster Session 1

Abstract

Learners often hold misconceptions about how the seasons change. Previous research showed that refutation texts are typically more effective in helping learners revise their misconceptions than expository texts. However, the effectiveness of refutation texts may vary, depending on individual learner characteristics. This study examines the effectiveness of refutation versus expository texts for conceptual change in relation to individual learner characteristics, and engagement strategies. Sixty participants completed a prior-knowledge-test on seasonal change, studied either an expository or refutation text on seasonal change, completed an engagement questionnaire, followed by immediate and delayed (one week) post-tests on seasonal change. Preliminary results indicate limitations of the effectiveness of refutation texts in relation to individual learner characteristics, such as age and level of education.

Authors

• Robert William Danielson, Washington State University - Spokane

• Gan Jin, Washington State University - Pullman

• Marie Lippmann, California State University - Chico