Title

Refutation texts and misconceptions in the science classroom

Date

5-30-2013 5:00 PM

Location

Education (ED) 217

Department

Teacher Education

Session Chair

Carmen Caceda

Session Chair

Ken Carano

Session Chair

Alicia Wenzel

Session Title

Department of Teacher Education Student Posters

Faculty Sponsor(s)

Diane Wood

Presentation Type

Poster session

Abstract

Refutation texts are texts designed to contradict science misconceptions. The aim of this study was to investigate the use of refutation texts for promoting conceptual change amongst freshman physical science students. Three texts were selected for students to read, and the effect on student learning was measured using a pre- and post-test. The results of the study suggest that integrating the reading of refutation texts into science instruction may be a constructive practice for teachers to use in order to help their students overcome inaccurate beliefs.

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May 30th, 5:00 PM

Refutation texts and misconceptions in the science classroom

Education (ED) 217

Refutation texts are texts designed to contradict science misconceptions. The aim of this study was to investigate the use of refutation texts for promoting conceptual change amongst freshman physical science students. Three texts were selected for students to read, and the effect on student learning was measured using a pre- and post-test. The results of the study suggest that integrating the reading of refutation texts into science instruction may be a constructive practice for teachers to use in order to help their students overcome inaccurate beliefs.