Text-Based Conceptual Change on an Ontologically Misclassified Biological Evolution Conception

• In Event: Cognitive Process and Science Learning

Abstract

The efficacy of refutational texts to promote adaptive online cognitive engagement and conceptual learning outcomes was examined. Fifty-one participants with teleological misconceptions in biological evolution read either an expository or refutational text while thinking-aloud and then completed an open-ended essay posttest. Think-aloud data were coded for cognitive processes and essays were coded for both scientifically correct and incorrect evolutionary concepts. Results showed that refutational texts significantly increased conceptual change processes and unique correct concepts in posttest. However, participants included equivalent number of unique incorrect concepts in their essay regardless of type of instructional text provided. Theoretical and instructional instructional implications of findings are discussed.

Authors

• Gregory Trevors, McGill University

• Krista R. Muis, McGill University