Type:

Other

Description:

Explores the influences of text structure on students' conceptual change. Case studies were conducted and results showed that individuals used refutational text to change their alternative conceptions and acquire new concepts. Findings indicate that refutational text does cause cognitive conflict. While refutational text is effective for groups, it needs to be supplemented by discussion for individuals.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Cognitive Development,NSDL,Education Foundations,Undergraduate (Lower Division),Misconceptions,Physics Education Research,General Physics,Graduate/Professional,Thinking Skills,Abstract Reasoning,Textbook Content,Scientific Concepts,Science Instruction,Learning Strategies,Life Science,Physics,Concept Formation,Higher Education,Cognitive Structures,Cognition,oai:nsdl.org:2200/20061003062750580T,Cognitive Processes,Cognition Development,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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Non-profit Tax ID # 203478467