Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text
Abstract
enThe use of texts in science classrooms has waned significantly over the past two decades. However, recently, researchers have shown renewed interest in the use of refutation texts as a tool for promoting conceptual change and science learning. In this article, we examine the intersection of conceptual change and reading comprehension research in science education. We begin by explaining how researchers in conceptual change have turned their interests toward text comprehension. We then examine models of reading comprehension that contribute to our understanding of how text can promote science learning in general and conceptual change in particular. Next, we examine recent empirical research concerning the effect of refutation text in promoting conceptual change in science. We close with suggestions for future research that seeks to integrate these two areas for the advancement of both scientific literacy and literacy skill development.
Arabic
arإن استخدام النصوص في فصول العلوم تضاءل كثيرا على مستوى العقدين الماضيين. ومع ذلك فقد أظهر الباحثون مؤخرا تجدد الاهتمام باستخدام نصوص التفنيد كأداة لتشجيع التغيير المفاهيمي وتعلم العلوم. في هذه المقالة، ندرس تقاطع التغيير المفاهيمي وأبحاث قراءة الفهم في علوم التربية. نبدأ بشرح كيف تحول اهتمام الباحثين في التغييرات المفاهيمية نحو فهم النص. ثم نبحث نماذج قراءة الفهم التي تسهم في فهمنا لكيفية تشجيع النص على تعلم العلوم بشكل عام والتغيير المفاهيمي بشكل خاص. وبعد ذلك، ندرس الأبحاث التجريبية الأخيرة فيما يتعلق بتأثير النص التفنيدي في التشجيع على التغيير المفاهيمي في العلوم. نختتم باقتراحات للأبحاث في المستقبل تسعى إلى الجمع بين هذين المجالين للنهوض بالقراءة والكتابة العلمية وتطوير مهارات القراءة والكتابة.
Chinese
zh在过去的二十年中,文本在科学课堂上的使用著着地减少了。然而,研究人员近来对使用驳斥性议论文作为促进概念转变及科学科学习的工具,重新产生兴趣。本文考查在科学教育研究里概念转变与阅读理解之相交点。本文作者首先解释概念转变之研究者,为何会对文本阅读理解产生兴趣,然后考查多种阅读理解的模型,以探究文本如何在广义上促进科学科的学习及在狭义上促进概念转变。作者继而检视最近有关驳斥性议论文对促进科学概念转变之影响的实证研究。在结论中,作者建议一些探求结合这两个领域的未来研究,以促进科学科读写能力与读写技巧两者之发展。
French
frL'utilisation des textes en classe de sciences a diminué fortement au cours des deux dernières décennies. Cependant, dans la période récente, des chercheurs ont montré qu'il existe un renouveau de l'intérêt pour l'utilisation des textes de réfutation en tant qu'outil permettant la promotion de changements conceptuels et l'apprentissage des sciences. Dans cet article, nous nous situons à l'intersection des changements conceptuels et de la recherche en compréhension de la lecture dans l'enseignement des sciences. Nous tentons tout d'abord d'expliquer comment les recherches sur changements conceptuels se sont orientées vers la compréhension de texte. Nous examinons ensuite les modèles de compréhension de la lecture qui contribuent à notre compréhension de la façon dont un texte peut faciliter l'apprentissage scientifique en général et les changements conceptuels en particulier. Nous examinons enfin les recherches empiriques récentes relatives à l'effet des textes de réfutation sur la promotion des changements conceptuels dans les sciences. Nous terminons enfin sur des suggestions pour de futures recherches cherchant à intégrer ces deux domaines afin de faire progresser à la fois la littératie scientifique et le développement des compétences en littératie.
Russian
ruB пocлeдниe двa дecятилeтия нayчныe тeкcты иcпoльзyютcя нa ypoкax зaмeтнo peжe. Oднaкo ceйчac oтмeчeнo вoзoбнoвлeниe интepeca к тeкcтaм, coдepжaщим нayчный cпop, дoкaзaтeльcтвa и oпpoвepжeния. Учитeля иcпoльзyют иx в кaчecтвe инcтpyмeнтa для изyчeния cмeны нayчныx кoнцeпций. Aвтopы cтaтьи aнaлизиpyют, кaк cмeнa нayчныx кoнцeпций oтpaжaeтcя нa пoнимaнии yчaщимиcя ecтecтвeннoнayчныx тeкcтoв и нacкoлькo дocтyпнo иccлeдoвaтeли кoнцeптyaльныx пepeмeн oтoбpaжaют иx в тeкcтax. Зaтeм paccмaтpивaютcя мoдeли ‘чтeния для пoнимaния’, кoтopыe дeмoнcтpиpyют, кaк тeкcт мoжeт двигaть впepeд изyчeниe нayки в цeлoм и кoнцeптyaльныx пepeмeн, пpoизoшeдшиx в нayкe, в чacтнocти. Aвтopы aнaлизиpyют нeдaвнee эмпиpичecкoe иccлeдoвaниe, пocвящeннoe влиянию тeкcтoв‐oпpoвepжeний нa cмeнy пpeдcтaвлeний yчaщиxcя o ecтecтвeнныx нayкax. B зaключeниe пpeдлoжeны тeмы для бyдyщиx иccлeдoвaний, кoтopыe пpизвaны oбъeдинить paзвитиe нaвыкoв нayчнoй гpaмoтнocти c paзвитиeм гpaмoтнocти кaк тaкoвoй.
Spanish
esEl uso de textos en las clases de ciencias ha disminuido considerablemente en las últimas dos décadas. Sin embargo, la investigación reciente muestra un nuevo interés en el uso del texto de refutación como instrumento para fomentar cambios conceptuales y el aprendizaje de las ciencias. En este artículo se examina la intersección del cambio conceptual y la investigación sobre la comprensión lectora en la educación científica. Empezamos explicando cómo los investigadores de cambios conceptuales se han interesado en la comprensión textual. Luego examinamos modelos de comprensión lectora que contribuyen a nuestro entendimiento de cómo los textos pueden fomentar el aprendizaje de las ciencias en general y el cambio conceptual en particular. Luego examinamos investigación empírica reciente sobre cómo el texto de refutación fomenta el cambio conceptual. Concluimos con sugerencias para investigaciones futuras que busquen integrar estas dos áreas para mejorar la alfabetización científica y el desarrollo de destrezas de lectura.
Number of times cited: 56
- Kelsey K. Will, Andalusia Masad, Haley A. Vlach and Panayiota Kendeou, The effects of refutation texts on generating explanations, Learning and Individual Differences, 10.1016/j.lindif.2018.12.002, 69, (108-115), (2019).
- Doug Lombardi, Elliot S. Bickel, Janelle M. Bailey and Shondricka Burrell, High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science, Science Education, 102, 1, (153-177), (2017).
- Michael B Wolfe and Todd J Williams, Poor metacognitive awareness of belief change, Quarterly Journal of Experimental Psychology, (17470218.2017.1), (2018).
- Linda Ekström and Cecilia Lundholm, “What’s Positive About Positive Rights?” Students’ Everyday Understandings and the Challenges of Teaching Political Science, Journal of Political Science Education, 14, 1, (1), (2018).
- Lucia Mason, Sonia Zaccoletti, Barbara Carretti, Sara Scrimin and Irene-Anna N. Diakidoy, The Role of Inhibition in Conceptual Learning from Refutation and Standard Expository Texts, International Journal of Science and Mathematics Education, (2018).
- Inga Glogger-Frey, Marcus Deutscher and Alexander Renkl, Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies, Teaching and Teacher Education, 10.1016/j.tate.2018.01.012, 76, (227-241), (2018).
- Barbara Arfé, Lucia Mason and Inmaculada Fajardo, Simplifying informational text structure for struggling readers, Reading and Writing, 10.1007/s11145-017-9785-6, 31, 9, (2191-2210), (2017).
- Qing Liu and John C. Nesbit, Conceptual change with refutational maps, International Journal of Science Education, 10.1080/09500693.2018.1515513, 40, 16, (1980-1998), (2018).
- Krista R. Muis, Gale M. Sinatra, Reinhard Pekrun, Philip H. Winne, Gregory Trevors, Kelsey M. Losenno and Brendan Munzar, Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change☆, Contemporary Educational Psychology, 10.1016/j.cedpsych.2018.10.001, (2018).
- Robert W. Danielson and Gale M. Sinatra, A Relational Reasoning Approach to Text-Graphic Processing, Educational Psychology Review, 29, 1, (55), (2017).
- E. Michael Nussbaum, Jacqueline R. Cordova and Abeera P. Rehmat, Refutation Texts for Effective Climate Change Education, Journal of Geoscience Education, 65, 1, (23), (2017).
- Olusola O. Adesope, Andy Cavagnetto, Nathaniel J. Hunsu, Carlos Anguiano and Joshua Lloyd, Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning, Journal of Educational Computing Research, 55, 1, (46), (2017).
- Denis Dumas, Relational Reasoning in Science, Medicine, and Engineering, Educational Psychology Review, 29, 1, (73), (2017).
- Stephanie Lem, Patrick Onghena, Lieven Verschaffel and Wim Van Dooren, Using refutational text in mathematics education, ZDM, 49, 4, (509), (2017).
- N. Ariasi, J. Hyönä, J.K. Kaakinen and L. Mason, An eye‐movement analysis of the refutation effect in reading science text, Journal of Computer Assisted Learning, 33, 3, (202-221), (2016).
- Gregory J. Trevors, Panayiota Kendeou, Ivar Bråten and Jason L.G. Braasch, Adolescents’ epistemic profiles in the service of knowledge revision, Contemporary Educational Psychology, 49, (107), (2017).
- Benjamin C. Heddy, Robert W. Danielson, Gale M. Sinatra and Jesse Graham, Modifying Knowledge, Emotions, and Attitudes Regarding Genetically Modified Foods, The Journal of Experimental Education, 10.1080/00220973.2016.1260523, 85, 3, (513-533), (2016).
- Christa S. C. Asterhan and Aviv Dotan, Feedback that corrects and contrasts students’ erroneous solutions with expert ones improves expository instruction for conceptual change, Instructional Science, (2017).
- Kun Huang, Xun Ge and Deniz Eseryel, Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs, Educational Technology Research and Development, 65, 1, (75), (2017).
- Martin Van Boekel, Karla A. Lassonde, Edward J. O’Brien and Panayiota Kendeou, Source credibility and the processing of refutation texts, Memory & Cognition, 45, 1, (168), (2017).
- W. Jill Fitzgerald, Jeff Elmore, Melody Kung and A. Jackson Stenner, The Conceptual Complexity of Vocabulary in Elementary‐Grades Core Science Program Textbooks, Reading Research Quarterly, 52, 4, (417-442), (2017).
- Stella Vosniadou and Irini Skopeliti, Is it the Earth that turns or the Sun that goes behind the mountains? Students’ misconceptions about the day/night cycle after reading a science text, International Journal of Science Education, 39, 15, (2027), (2017).
- Lucia Mason, Roberta Baldi, Sara Di Ronco, Sara Scrimin, Robert W. Danielson and Gale M. Sinatra, Textual and graphical refutations: Effects on conceptual change learning, Contemporary Educational Psychology, 49, (275), (2017).
- Karla A. Lassonde, Molly Kolquist and Megan Vergin, Revising Psychology Misconceptions by Integrating a Refutation-Style Text Framework Into Poster Presentations, Teaching of Psychology, 10.1177/0098628317712754, 44, 3, (255-262), (2017).
- Kijpokin Kasemsap, Advocating Problem-Based Learning and Creative Problem-Solving Skills in Global Education, Handbook of Research on Creative Problem-Solving Skill Development in Higher Education, 10.4018/978-1-5225-0643-0.ch016, (351-377)
- Richard Rogers, Jennifer A. Steadham, Rachel M. Carter, Sarah A. Henry, Eric Y. Drogin and Emily V. Robinson, An Examination of Juveniles' Miranda Abilities: Investigating Differences in Miranda Recall and Reasoning, Behavioral Sciences & the Law, 34, 4, (515-538), (2016).
- Emily M. Grossnickle, Denis Dumas, Patricia A. Alexander and Peter Baggetta, Individual differences in the process of relational reasoning, Learning and Instruction, 42, (141), (2016).
- Matthew T. McCrudden and Ashleigh Barnes, Differences in student reasoning about belief-relevant arguments: a mixed methods study, Metacognition and Learning, 11, 3, (275), (2016).
- Susan T. Fiske, Panayiota Kendeou, Kristen L. McMaster and Theodore J. Christ, Reading Comprehension, Policy Insights from the Behavioral and Brain Sciences, 3, 1, (62), (2016).
- Alexander Renkl, Bildungsforschung, Handbuch Bildungsforschung, 10.1007/978-3-531-20002-6_40-1, (1-21), (2016).
- Denis Dumas, Linda C. Schmidt and Patricia A. Alexander, Predicting creative problem solving in engineering design, Thinking Skills and Creativity, 21, (50), (2016).
- Doug Lombardi, Robert W. Danielson and Neil Young, A plausible connection: Models examining the relations between evaluation, plausibility, and the refutation text effect, Learning and Instruction, 44, (74), (2016).
- Susan T. Fiske, Patricia A. Alexander, Sophie Jablansky, Lauren M. Singer and Denis Dumas, Relational Reasoning, Policy Insights from the Behavioral and Brain Sciences, 3, 1, (36), (2016).
- P. Karen Murphy, Andria Andiliou, Carla M. Firetto, Carissa M. Bowersox, Markus Baker and Crystal M. Ramsay, Intratextual Persuasive Messages as Catalysts for HigherOrder Thinking, Journal of Literacy Research, 48, 2, (134), (2016).
- Irene-Anna N. Diakidoy, Thalia Mouskounti, Argyro Fella and Christos Ioannides, Comprehension processes and outcomes with refutation and expository texts and their contribution to learning, Learning and Instruction, 41, (60), (2016).
- Charity Flener Lovitt and Kristen Shuyler, Teaching Climate Change Concepts and the Nature of Science: A Library Activity To Identify Sources of Climate Change Misconceptions, Integrating Information Literacy into the Chemistry Curriculum, 10.1021/bk-2016-1232.ch012, (221-246), (2016).
- Gale M. Sinatra and Robert W. Danielson, Adapting Evolution Education to a Warming Climate of Teaching and Learning, Evolutionary Perspectives on Child Development and Education, 10.1007/978-3-319-29986-0_11, (271-290), (2016).
- J. Ricardo García, Andrea Bustos and Emilio Sánchez, The contribution of knowledge about anaphors, organisational signals and refutations to reading comprehension, Journal of Research in Reading, 38, 4, (405-427), (2013).
- Andrea Ohst, Inga Glogger, Matthias Nückles and Alexander Renkl, Helping preservice teachers with inaccurate and fragmentary prior knowledge to acquire conceptual understanding of psychological principles, Psychology Learning & Teaching, 14, 1, (5), (2015).
- Sofie M.M. Loyens, Suzanne H. Jones, Jeroen Mikkers and Tamara van Gog, Problem-based learning as a facilitator of conceptual change, Learning and Instruction, 38, (34), (2015).
- Keri-Anne Croce, Latino(a) and Burmese elementary school students reading scientific informational texts: The interrelationship of the language of the texts, students’ talk, and conceptual change theory, Linguistics and Education, 29, (94), (2015).
- Lucia Mason, Patrik Pluchino and Maria Caterina Tornatora, Eye-movement modeling of integrative reading of an illustrated text: Effects on processing and learning, Contemporary Educational Psychology, 41, (172), (2015).
- Panayiota Kendeou, Validation and Comprehension: An Integrated Overview, Discourse Processes, 51, 1-2, (189), (2014).
- Sue C. Larson, Exploring the Roles of the Generative Vocabulary Matrix and Academic Literacy Engagement of Ninth Grade Biology Students, Literacy Research and Instruction, 53, 4, (287), (2014).
- Nicola Ariasi and Lucia Mason, FROM COVERT PROCESSES TO OVERT OUTCOMES OF REFUTATION TEXT READING: THE INTERPLAY OF SCIENCE TEXT STRUCTURE AND WORKING MEMORY CAPACITY THROUGH EYE FIXATIONS, International Journal of Science and Mathematics Education, 12, 3, (493), (2014).
- Doug Lombardi, Viviane Seyranian and Gale M. Sinatra, Source Effects and Plausibility Judgments When Reading About Climate Change, Discourse Processes, 51, 1-2, (75), (2014).
- Jacqueline R. Cordova, Gale M. Sinatra, Suzanne H. Jones, Gita Taasoobshirazi and Doug Lombardi, Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change, Contemporary Educational Psychology, 39, 2, (164), (2014).
- Panayiota Kendeou, Erinn K. Walsh, Emily R. Smith and Edward J. O'Brien, Knowledge Revision Processes in Refutation Texts, Discourse Processes, 51, 5-6, (374), (2014).
- Janice Pilgreen, The Plight of the Upper Grade English Learner: Comprehending, Not Just Decoding! Using Big Picture Strategies to Reveal Key Ideas in Texts, School-Based Interventions for Struggling Readers, K-8, 10.1108/S2048-0458(2013)0000003017, (267-292), (2015).
- Marcus Lee Johnson and Timothy Bungum, Identifying and Reconstructing Common Cold Misconceptions Among Developing K–12 Educators, American Journal of Health Education, 44, 3, (169), (2013).
- Kathy A. Mills, Vinesh Chandra and Ji Yong Park, The architecture of children’s use of language and tools when problem solving collaboratively with robotics, The Australian Educational Researcher, 40, 3, (315), (2013).
- Denis Dumas, Patricia A. Alexander and Emily M. Grossnickle, Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature, Educational Psychology Review, 10.1007/s10648-013-9224-4, 25, 3, (391-427), (2013).
- Lucia Mason, Maria Caterina Tornatora and Patrik Pluchino, Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns, Computers & Education, 60, 1, (95), (2013).
- Marcus Lee Johnson and Gale M. Sinatra, Use of task-value instructional inductions for facilitating engagement and conceptual change, Contemporary Educational Psychology, 38, 1, (51), (2013).
- Lucia Mason, Patrik Pluchino and Maria Caterina Tornatora, Effects of Picture Labeling on Science Text Processing and Learning: Evidence From Eye Movements, Reading Research Quarterly, 48, 2, (199), (2013).
- Eric M. Anderman, Gale M. Sinatra and DeLeon L. Gray, The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners, Studies in Science Education, 48, 1, (89), (2012).
