Augmenting Refutations With Analogies Versus Explanations to Overcome Misconceptions

• In Event: AERA Poster Session 4
  In Poster Session: Assessing and Promoting Student Achievement in Schools

Abstract

Existence of student misconceptions presents a significant hurdle to learning. Thus, it is imperative that we investigate the cognitive processes involved in revision of misconceptions and the tools and abilities that facilitate knowledge revision. Knowledge revision refers to the modification of existing knowledge in memory to accommodate newly acquired information. One tool that promotes knowledge revision is the refutation text, which states that a misconception is false and provides the correct idea. Refutation texts are more effective when they also give an explanation for the correct idea. We examined the extent to which using analogical explanations in refutation texts affects knowledge revision processes and outcomes. The findings provide new insights into how reasoning and comprehension processes influence revision during reading.

Authors

• Rina Harsch, University of Minnesota - Twin Cities

• Panayiota Kendeou, University of Minnesota