The Effects of Readers' Misconceptions on Comprehension of Scientific Text

By Panayiota Kendeou, Paul van den Broek. 2005

198 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/675106ffd382ca2f3cbfd658679d192fcc917e6a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The influences of text and reader characteristics on learning from refutations in science texts. (2013, background): “…organization, misconceptions, refutational texts Conceptual change research indicates that readers often rely on naive, misconception-based prior knowledge when attempting to comprehend scientific texts (Alvermann, Smith, & Readence, 1985; Dole, 2000; Guzzetti, 2000; Kendeou & van den Broek, 2005).”
The Nature of the Refutation Text Effect: An Investigation of Attention Allocation (2010, unknown): “; Hynd, McWhorter, Phares, & Suttles, 1994 ), photosynthesis (Mikkila-Erdmann, 2002), light (Mason et al, 2008), and HIV-AIDS transmission ( Kardash & Scholes, 1995 ).”
Using Reading Times and Eye-Movements to Measure Cognitive Engagement (2015, background): “Kendeou and van den Broek (2005) reported no differences in the reading times of participants with misconceptions and those without misconceptions when reading a refutational text, but Kendeou and van den Broek (2007) did find that students with misconceptions read slower if they were reading a…”
Dynamic Text Comprehension (2005, unknown): “With regard to reading products, the Landscape model predicts both the probability that different parts of the text will be re-called by actual readers and the order in which they recall that information (van den Broek et al., 2005).”
The Role of Executive Functions in Reading Comprehension (2017, background): “This interference may be because the text presents inaccurate information (Rapp 2016) or because the readers possess inaccurate information (Kendeou and van den Broek 2005).”
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts (2007, methodology): “Quality refers to the accuracy of one’s knowledge and has been investigated mostly with respect to students’ inaccurate ideas in science (Kendeou, Rapp, & van den Broek, 2004; Kendeou & van den Broek, 2005 ).”
Cognitive Processes in Comprehension of Science Texts : The Role of Co-Activation in Confronting Misconceptions (2008, background): “It is important to note, however, that experiencing conflict or detecting the contradiction may be necessary but it is not sufficient for successful conceptual change to take place ( Kendeou & van den Broek, 2005 ).”