Roles of Germane Cognitive Load and Topic Interest in Conceptual Change When Reading Different Texts (Poster 29)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Learning Processes: Reasoning, Memory, and Executive Functioning

Abstract

Refutational texts have been found to be more effective in facilitating conceptual change than other text structures (e.g., expository texts). Nevertheless, how they interact with other critical factors in promoting conceptual change has not been fully investigated. The present study explored the roles of topic interest and germane cognitive load in reading either refutational or expository text for conceptual change. Results showed that both refutational and expository texts could promote conceptual change without significant group differences. Furthermore, results from multiple regressions found that germane cognitive load is a significant predictor of conceptual change in reading refutational text, whereas topic interest is a significant predictor in reading expository text. Scholarly significance was also discussed in this paper.

Authors

• Gan Jin, Washington State University

• Robert W. Danielson, Washington State University - Spokane