LEARNING COUNTER-INTUITIVE SCIENCE CONCEPTS: WHAT HAVE WE LEARNED FROM OVER A DECADE OF RESEARCH?

By Barbara J. Guzzetti. 2000

178 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7a723a1feaabe7c797c31f755c2b19fdec33826e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change (2003, background): “Although the traditional model of conceptual change has been criticized as being too coldly cognitive for a decade, most research on conceptual change continues to investigate only cognitive factors (for a review, see Guzzetti, 2000 ).”
Misconceptions about Psychological Science: A Review (2013, background): “Consider teaching strategies: although misconceptions are often resistant to correction via standard instruction, refutational readings (Guzzetti, 2000), essays (Miller, Wozniak, Rust, Miller, & Slezak, 1996), lectures or some combination of the three (Kowalski & Taylor, 2009) have met with success…”
The influences of text and reader characteristics on learning from refutations in science texts. (2013, methodology): “One way in which this instructional approach to conceptual change has been implemented is through the use of refutational texts (Dole, 2000; Guzzetti, 2000; Guzzetti, Snyder, Glass, & Gamas, 1993; Hynd, 2001; Hynd & Guzzetti, 1998).”
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change (2014, background): “Misconceptions can be very resistant to change through traditional instruction (such as the use of expository texts) (Guzzetti, Snyder, Glass, & Gamas, 1993) and they often impede the learning of new, accurate, and conflicting information (Guzzetti, 2000; van Loon, de Bruin, van Gog, & van Merriënbo”
REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH (2010, background): “Although refutation text appears effective for groups of students on average, it needs to be supplemented for some individuals, particularly those students with ineffective reading strategies (Guzzetti, 2000).”
Elementary Teachers’ Understanding of Students’ Science Misconceptions: Implications for Practice and Teacher Education (2008, methodology): “There is a significant body of research on instructional strategies shown to be effective at dealing with student misconceptions (Ausubel 1968; Guzzetti 2000; Posner et al. 1982).”
The conceptual change approach to teaching chemical equilibrium (2006, background): “However, Guzzetti (2000) reported that despite the ability of conceptual change texts to cause students cognitive conflict and dissatisfaction with their extant beliefs, cognitive conflict alone is not sufficient to produce conceptual change, particularly for those with reading and writing…”