The effects of refutational text and predict-observe-explain strategies on students’ levels of cognitive conflict and conceptual change*

Abstract

The purpose of this study was to assess the effectiveness of two conceptual change strategies; refutational text and predict-observe-explain, to determine if either one is more effective with individual learners or groups of learners. Seventy-three juniors were assigned to group or individual conditions and to one of two experimental treatments. Students studied web materials which were designed to overcome their misconceptions about the nature of matter. Pre-tests and post-tests concerning conceptual change, cognitive conflict and attitudes towards chemistry were administered. Long- term retention of students' conceptual change was also evaluated with a third, nine weeks delayed post-test. Students studying refutational text material and working in groups achieved better results on conceptual change and cognitive conflict. Results also showed that students studying refutational text material had more positive attitudes towards chemistry than students studying predict-observe-explain