Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text

By Gale M. Sinatra, Suzanne H. Broughton. 2011

215 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2fc5179425ec976ad5bd51b76882fc4790b6833e

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Knowledge Revision Processes in Refutation Texts (2014, background): “Most findings lead to the conclusion that refutation texts are effective (Ariasi & Mason, 2011; Broughton & Sinatra, 2010; Chinn & Brewer, 1993; Guzzetti, Snyder, Glass, & Gamas, 1993; Hynd & Alvermann, 1986; Maria & MacGinitie, 1987; Mason & Gava, 2007; Sinatra & Broughton, 2011; Tippett, 2010).”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “Sinatra and Broughton (2011) wondered about “how best to increase the value-added benefit of refutation text for promoting science learning” and how the text “can be augmented to increase the refutation text advantage” (p. 389) to facilitate conceptual change.”
Reading Comprehension (2016, background): “Knowledge revision during reading appears likely if the texts explicitly refute and explain incorrect knowledge (Braasch, Goldman, & Wiley, 2013; Kendeou & O’Brien, 2014; Sinatra & Broughton, 2011).”
Refutations in science texts lead to hypercorrection of misconceptions held with high confidence (2015, background): “Self-regulated learning of science texts can be challenging, especially when learners are required to understand novel concepts presented in the texts (Otero, Leon, & Graesser, 2002; Sinatra & Broughton, 2011).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Refutation texts in which common misconceptions about scientific phenomena are presented and then refuted (Sinatra & Broughton, 2011) are also likely to benefit student argumentation, particularly in conceptual change tasks.”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “Instructional and communication strategies that begin by acknowledging typical misconceptions and explaining why they are not aligned with scientific understanding have been shown to be effective (Sinatra & Broughton, 2011).”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, unknown): “Some of these approaches include the use of refutational texts (Sinatra & Broughton, 2011; Guzzetti, Snyder, Glass, & Gamas, 1993), modeling (Jonassen, 2008), promoting cognitive conflict (Chan, Burtis, & Bereiter, 1997), collaborative argumentation (Nussbaum & Sinatra, 2003), persuasive pedagogies…”
Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature (2013, background): “Sinatra and Broughton (2011) offer a recent review of the findings of this interesting line of research.”
Using Reading Times and Eye-Movements to Measure Cognitive Engagement (2015, background): “Many studies have shown that refutational texts are more likely to produce conceptual change than traditional expository texts (Guzzetti, Snyder, Glass, & Gamas, 1993; Sinatra & Broughton, 2011; Tippett, 2010).”