Reading about energy: The effects of text structure in science learning and conceptual change

By Irene-Anna N. Diakidoy, Panayiota Kendeou, Christos Ioannides. 2003

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9f68c6a6a4ff7f4cd4090e6fa1f2af46d522eed6

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Effects of Readers' Misconceptions on Comprehension of Scientific Text (2005, background): “These refutation texts have been found to enhance students’ learning in cases in which students hold misconceptions related to the topic of the texts (Alvermann & Hynd, 1989; Diakidoy, Kendeou, & Ioannides, 2003; Dole, 2000; Guzzetti, Snyder, Glass, & Gamas, 1993).”
The Nature of the Refutation Text Effect: An Investigation of Attention Allocation (2010, methodology): “40 ( Cohen, 1988 ), and using alpha and power values of .”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “Similarly, Diakidoy, Kendeou, and Ioannides (2003) showed that students who read refutation text embedded within traditional science classroom instruction (e.g., direct instruction) were more likely to experience conceptual change than students who read expository texts embedded within traditional…”
Exploring the relationship between physics-related epistemological beliefs and physics understanding (2007, unknown): “(e.g., Diakidoy, Kendeou, & Ioannides, 2003; Hynd, 2003; Mason, 2003).”
Beyond Construction: Five arguments for the role and value of critique in learning science (2015, background): “Diakidoy, Kendeou, and Ioannides (2003), for example, had sixth-grade students read either an expository text based exclusively on factual information about energy, or a refutational text that instead first refuted common alternative conceptions of energy.”
The conceptual change approach to teaching chemical equilibrium (2006, background): “…conceptual change on the part of the learner has generated a substantial amount of research aiming at the identification of: (1) students’ misconceptions of a variety of science topics; and (2) instructional approaches that facilitate the restructuring of misconceptions (Diakidoy et al., 2003).”
Effectiveness of holistic mental model confrontation in driving conceptual change (2012, unknown): “For example, Gick and Holyoak (1983) found that when participants’ schemas contained more relevant structural features, they were more likely to solve a similar problem.”
Cognitive Processes in Comprehension of Science Texts : The Role of Co-Activation in Confronting Misconceptions (2008, background): “Presenting information in such format has been found to alter students’ misconceptions in elementary, secondary and college level structure (Alvermann & Hague, 1989; Alvermann & Hynd, 1989; Anderson & Smith, 1986; Diakidoy & Kendeou, 2001; Diakidoy, Kendeou, & Ioannides, 2003; Guzzetti, Williams, ”