Abstract
© 2013 American Psychological Association. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. The original publication is available at www.apa.org; DOI: 10.1037/a0032627
Highlights
Three experiments examined conceptual change from reading refutational texts, and how such learning interacted with prior knowledge organization
In Experiment 3 we examined whether readers who did not hold the misconception addressed in the texts experienced performance decrements reading the contrast or refutational text relative to readers of the repetition texts used in those experiments
The data from Experiment 1 indicate that presenting a misconception and an accurate conception is insufficient to produce learning beyond that resulting from repetition of the correct conception
Summary
Three experiments examined conceptual change from reading refutational texts, and how such learning interacted with prior knowledge organization. Some have argued that holding a coherent misconception may overwhelm recognition of its inconsistency with the scientific conception (Otero & Kintsch, 1992; Posner, Strike, Hewson, & Gertzog, 1982) This may be the case when instruction does little to highlight the presence of misconceptions and promote their active revision (Chambliss & Calfee, 1998; Champagne, Gunstone, & Klopfer, 1983; Driver & Easley, 1978; Hewson & Hewson, 1984; Pace, Marshall, Horowitz, Lipson, & Lucido, 1989; West & Pines, 1985). There are additional concerns that refutational texts might introduce misconceptions to readers who do not already hold them (Hynd, et al, 1997)
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