Refutation Text Research Articles

Erroneous examples in refutational text to address the phenomenal sign misconception in equations and inequalities

Erroneous examples in refutational text to address the phenomenal sign misconception in equations and inequalities

The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis

Misinformation around scientific issues is rampant on social media platforms, raising concerns among educators and science communicators. A variety of approaches have been explored to confront this growing threat to science literacy. For example, refutations have been used both proactively as warning labels and in attempts to inoculate against misconceptions, and retroactively to debunk misconceptions and rebut science denialism. Refutations have been used by policy makers and scientists when communicating with the general public, yet little is known about their effectiveness or consequences. Given the interest in refutational approaches, we conducted a comprehensive, pre-registered meta-analysis comparing the effect of refutation texts to non-refutation texts on individuals’ misconceptions about scientific information. We selected 71 articles (53 published and 18 unpublished) that described 76 studies, 111 samples, and 294 effect sizes. We also examined 26 moderators. Overall, our findings show a consistent and statistically significant advantage of refutation texts over non-refutation texts in controlled experiments confronting scientific misconceptions. We also found that moderators neither enhanced nor diminished the impact of the refutation texts. We discuss the implications of using refutations in formal and informal science learning contexts and in science communications from three theoretical perspectives.

The role of refutation texts in the revision of Ecuadorian Psychology and Nursing college students’ misconceptions about Alzheimer’s disease

The role of refutation texts in the revision of Ecuadorian Psychology and Nursing college students’ misconceptions about Alzheimer’s disease

Do Reading Goals Make a Difference for Refutation Text Effectiveness?

Refutation texts seem to be a promising approach to counter misconceptions. They provoke a cognitive conflict by explicitly naming a misconception and correcting it with a scientific explanation. However, the literature reports mixed findings about their effectiveness, underlining the need to examine potential moderators. For example, when presenting preservice teachers a refutation text to combat an educational myth, the instructed reading goal might be of importance because reading goals can affect how readers process a text. In this study, we examined whether reading goals influence the effect of refutation texts and facilitate belief change about an educational myth in preservice teachers. The preregistered experiment (N = 168) followed a 2 × 2 × 2 mixed design with the between-participants factors text type (refutation vs. traditional) and reading goal (explanation vs. entertainment), and the within-participants factor time (before vs. after reading). Participants who had read a refutation text rather than a traditional text were more likely to change their false belief. However, the refutation effect was independent of participants’ reading goals. These results strengthen existing evidence that refutation texts are better suited for addressing misconceptions than traditional textbooks. However, we still require a better understanding of the conditions that increase refutation text effectiveness.

Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions

ABSTRACTDespite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.

The effect of epistemic beliefs and emotions on students' attitudes toward genetically modified foods

AbstractA large body of research literature has explored socio‐scientific issues (SSIs) in science teaching and learning, documenting the impact of epistemic beliefs on epistemic emotion, which influences student's reactions to complex scientific topics. Often, students' reactions reflect scientific misconceptions, the correction of which may result in emotional and attitudinal changes. However, research has not fully explored the impact of students' epistemic beliefs on emotions and attitudes toward genetically modified foods (GMFs). The purpose of this study was to examine the effects of students' epistemic beliefs on epistemic emotions and attitudes toward GMFs. A quantitative correlational research design was utilized with 78 students at a large private university in the Mid‐Atlantic United States. Participants' epistemic beliefs were assessed prior to reading a refutation text and a persuasive text about GMFs. Afterward, they completed questionnaires about epistemic emotions and attitudes toward GMFs. Results indicated that no statistically significant predictive relationship exists between the participants' epistemic beliefs and emotions or between epistemic beliefs and attitudes toward GMFs. However, a statistically significant predictive relationship was demonstrated between negative epistemic emotions and negative attitudes toward GMFs. The scholarly contributions and practical implications of these findings are discussed along with recommendations for future research.

Images say more than just words: visual versus text communication to dispel a rent-control misconception

The highly popular belief that rent-control leads to an increase in the amount of affordable housing is in contradiction with ample empirical evidence and congruent theoretical explanations. It can therefore be qualified as a misconception. We present the results of a preregistered on-line experiment in which we study how to dispel this misconception using a refutational approach in two different formats, a video and a text. We find that the refutational video has a significantly higher positive impact on revising the misconception than a refutational text. This effect is driven by individuals who initially agreed with it and depart from it after the treatment. The refutational text, in turn, does not have a significant impact relative to a non-refutational text. Higher cognitive reflective ability is positively associated with revising beliefs in all interventions. Our research shows that visual communication effectively reduces the gap between scientific economic knowledge and the views of citizens.

CoSiReT: Innovation of ReT (Refutation Texts) to Reduce Students' Misconceptions Concerning Transverse Waves

The research goal was to develop innovative learning media on refutation texts (ReT), scilicet integrating Computer Simulations on Refutation Texts (CoSiReT). CoSiReT's role is to reduce students' misconceptions concerning the basic concept of transverse waves. This research design used 4D (Define, Design, Develop, and Disseminate). Participants include 64 students aged 16-18 years in the Tuban region, East Java, Indonesia (37 male were called Mas, and 27 female were called Mbak). The research instrument used a media validation sheet (15 assessment indicators). The pre-post test instrument used the Multi-representation of a Four-tier Instrument on Transverse Wave (MOFI-OTW). Analysis of data validation results was using a rater test assisted by Rasch's Mini-Facets software. According to the seven validators, the results of CoSiReT fulfill aspects of instructions for use, language, content presentation, and appearance. The percentage of students' misconception reduction was analyzed using the Reduction Misconceptions (RM) adapted from Hake's n-gain equation. Overall, the reduction of misconceptions is in the high category. Thus, it can be concluded that CoSiReT can be developed and used a role in reducing student misconceptions. Researchers or practitioners are expected to implement CoSiReT as a learning innovation that aims to reduce basic misconceptions of transverse waves.

Using a Refutation Text to Increase Dyslexia Knowledge in CSD Undergraduates

Using a Refutation Text to Increase Dyslexia Knowledge in CSD Undergraduates

Reducing vaccine hesitancy by explaining vaccine science.

Vaccine hesitancy in the COVID-19 pandemic remained a problem long after mRNA vaccines became available. This may be due in part to misunderstandings about the vaccines, arising from complexities of the science involved. Two experiments, conducted on unvaccinated Americans at two periods postvaccine rollout in 2021, demonstrated that providing explanations, expressed in everyday language, and correcting known misunderstandings, reduced vaccine hesitancy compared to a no-information control group. Four explanations addressing misunderstandings about mRNA vaccine safety and effectiveness were tested in Experiment 1 (n = 3,787). Some included expository text while others included refutational text, explicitly stating and refuting the misunderstanding. Vaccine effectiveness statistics were expressed either as text or an icon array. Although all four explanations reduced vaccine hesitancy, the refutational format of those addressing vaccine safety (explaining the mRNA mechanism and mild side effects) was the most effective. These two explanations were retested individually and jointly in Experiment 2 (n = 1,476) later in the summer of 2021. Again, vaccine hesitancy was significantly reduced by all explanations despite differences in political ideology, trust, and prior attitudes. These results suggest that nontechnical explanations of critical issues in vaccine science can reduce vaccine hesitancy, especially when accompanied by refutational text. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Effects of Refutational Texts and Seductive Pictures on Conceptual Change

As educators, we often seek to engage students’ prior knowledge to help them learn new and potentially difficult science content. However, sometimes our experiences with the world lead us to create misconceptions that run counter to the scientific consensus. Refutational texts have been shown to be more effective at changing individuals’ misconceptions compared to traditional (i.e., expository) texts. Sometimes, conceptual change materials might include irrelevant but interesting pictures geared toward increasing engagement or positive affect while learning. These are referred to as seductive pictures, and although they are intended to promote the situational interest of readers, they may hinder learning since they might cause cognitive overload. The current study sought to investigate the effects of text structure and seductive pictures on individuals’ knowledge of genetically modified foods, situational interest, and cognitive loads. We found significant learning advantages for the refutational text groups and significant disadvantages for the seductive pictures groups. Additionally, the individuals who were exposed to seductive pictures demonstrated higher levels of extraneous cognitive load than those who were not. Implications and limitations of the present study are discussed.

The effects of text structure on students’ use of comprehension strategies and cognitive outcomes during science text processing

This study investigated the effect of refutation text structure on reading processes and learning. Undergraduate biology students (n = 116) who had high or moderate misconceptions were randomly assigned to read either a non-refutation text, a simple refutation text, or an elaborated refutation text that addressed commonly held misconceptions about genetic biology. Participants’ were prompted to think-aloud and type their thoughts as they read the text. Typed verbal responses were coded for the use of paraphrasing, bridging inferences, and elaborations. The results showed that the simple and elaborated refutation texts promoted the use of bridging inferences, and the elaborated refutation text promoted the use of elaborations compared to the non-refutation text. Neither text type nor misconception status had a significant effect on post learning outcomes. These results suggest that refutations with illustrative examples can increase the use of cognitive processes that support comprehension.

REMEDIASI MISKONSEPSI PENGGENERALISASIAN MEMPERGUNAKAN LKPD BERBASIS REFUTATION TEXT

This research aims to determine whether remediation using LKPD based on refutation text can fix generalization misconceptions suffered by students on substance of fractional operations in class VII MTs. Al-Muhajirin Kubu Raya. The form of the research applied was pre-experimental with one group pretest-posttest design. The instruments used are diagnostic tests and interview guidelines. The resultan of the initial diagnostic test showed that there were five variations of generalization misconceptions from simple to complex suffered by students. The total research subjects who were given remediation were five students who suffered from the simplest generalization misconceptions when completing all initial diagnostic tests using the pattern of adding or subtracting the numerator by numerator and denominator with denominator. The resultant of the final diagnostic test revealed a change in the generalization misconceptions suffered by the research subjects, with one student still suffering from generalizing misconceptions on two of the four question indicators, while four students already had a correct understanding of the concept on all question indicators. Therefore, it can be inferred that the generalization misconceptions of the research subjects can be eliminated through the implementation of LKPD based on refutation text.

Learning from refutation texts about scientific topics with analogical and causal explanations

Previous research has suggested that refutation texts are effective in facilitating learning and revision of misconceptions and that explanations are an essential component in their efficacy. In this study, we investigated the extent to which reading refutation texts featuring an analogy as an explanatory tool rather than a causal explanation results in different encoding processes during reading, belief in misconceptions, and confidence in beliefs. Using a think-aloud methodology, we found that a higher proportion of text-based inferences was associated with analogy texts than with non-analogy texts, and a higher proportion of knowledge-based inferences was associated with non-analogy than with analogy texts. Contrary to our hypotheses, no significant differences were found in belief in misconceptions and confidence outcomes between the text conditions. We discuss the implications of these findings in light of previous research suggesting that analogies improve learning outcomes.

Trusting and Learning From Virtual Humans that Correct Common Misconceptions

Virtual humans are on-screen characters that are often embedded in learning technologies to deliver educational content. Little research has investigated how virtual humans can be used to correct common misconceptions. In this study, we explored how different types of narrative structures, refutation text and expository text, influence perceptions of trust, credibility, and learning outcomes. In addition, we conducted exploratory analyses examining how different measures of trust and credibility are related to each other and how these measures may mediate learning outcomes. Results showed that the type of narrative used did not influence any measure. However, the trust and credibility measures, while related to one another, were measurably distinct. In addition, only perceptions of message trust were significantly related to learning. Perceptions of message trust did not mediate learning outcomes, but were significantly predictive of learning at nearly the same effect as prior knowledge.

Is SiPOERT an Innovative Learning? Implementation and Identification of Students’ Conception on Simple Harmonic Motion

The purpose of this research is to identify students’ conception of simple harmonic motion by implemen-ting SiPOERT (Simulation in Predict Observe Explain with Refutational Text). The research method used is mixed methods with an embedded mixed methods research design. The research instrument used consis-ted of diagnostic test questions in the format of four-tier Simple Harmonic Motion, Refutational Texts Student Worksheets, and learning implementation observation sheets. The sample in this study consisted of 32 students in XI class in one of the public high schools in Central Java. The analysis of this study uses delta M, the implementation of learning is shown in the form of a percentage, and the change in conception is analyzed based on the results of the pre-test and post-test. The results showed that students' misconcep-tions decreased by 16.4% from the pretest of 65.9% to 49.5% in the post-test. There was a change in the level of conception, by 42% in the Accepted Change (AC) category, 41% in the Not Change (NC) category, and 17% in the Unaccepted Change (UC) category.

Lunar Phases Refutation Texts: Suplement Texts to Overcome Students’ Misconceptions

The purpose of this research is to develop a set of refutation texts as supplement texts to overcome misconceptions and to improve conceptual understandings on the Lunar phases. The method used is research and development in education. Overall, the research consists of three stages, namely preliminary study, product development, and evaluation. The refutation text was developed based on Posner et al. (1982) conceptual change model. The results for the preliminary study stage obtained nine prototype of refutation texts, namely for the concepts of the Earth’s natural satellite, the source of moonlight, the rotation and revolution of the earth, the rotation and revolution of the Moon, the direction of the daily motion of the Moon, Lunar phases, solar eclipses, Lunar eclipses, and causes of the tides. A set of refutation texts can be used in teaching the Lunar phase material in high school. Further research is needed to see the effectiveness of the Lunar phase refutation text in remediating students’ misconceptions and increasing their concept understanding and the longevity of the substitute concepts.

Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation

ABSTRACT This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading behavior of 92 students in higher education. The results revealed that during first-pass regressive reading, nonrefutation-text readers, compared with refutation-text readers, read topic sentences longer, indicating the correct scientific information. Concluding sentences, summarizing the correct scientific information, were reread for longer by refutation-text readers. With increasing prior knowledge, refutation texts were read more slowly than nonrefutation texts during first-pass reading. A higher text-based interest increased rereading time in the refutation text and decreased rereading time in the nonrefutation text. This study advances present knowledge in the field by demonstrating that the interaction between text and reader characteristics affects attention allocation in reading and comprehension.

Epistemic justification in multiple document literacy: A refutation text intervention

This study investigated the effects of a refutation text intervention on Norwegian teacher education students’ (n = 150) beliefs about justification for knowing and their subsequent performance on a multiple document literacy task. Participants were randomly assigned to one of three conditions in which they read a refutation text that promoted the conception that an appropriate way to judge the trustworthiness of information about educational topics is to rely on personal understanding and practical experience, the expertise of the author, or comparison of multiple sources. Results showed that participants’ beliefs about epistemic justification were strongly influenced by the intervention. Beyond effects on self-reported justification beliefs, effects on participants’ selection of documents varying in terms of the expertise of the author and the stance toward the issue discussed across the documents were observed, as well as effects on how participants justified their document selections, processed the selected documents, and finally used them in their written task products. As such, the effects of the intervention targeting beliefs about epistemic justification transferred to various stages of the multiple document task.

Correction for ‘Personalized refutation texts best stimulate teachers’ conceptual change about multimedia learning’ by Dersch et al. (2022)

Correction for ‘Personalized refutation texts best stimulate teachers’ conceptual change about multimedia learning’ by Dersch et al. (2022)