“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification

By Suzanne H. Broughton. 2013

134 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ac4166982742f69fe8f3a4cbb392fd6c401d2086

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016, result): “…study are consistent with previous research that has shown that negative emotions were less likely to result in change in attitudes about a science phenomenon (Broughton et al., 2013) and more likely to result in a critical evaluation of science communication messages (Nauroth et al., 2014).”
Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning about Biological Evolution. (2013, methodology): “This is a combination that has been shown to be effective for promoting conceptual change in prior research (Broughton et al., 2011).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “Broughton et al. (2011) showed that promoting conceptual change through a combination of refutation texts and classroom discussion softened elementary students’ resistance toward Pluto’s reclassification.”
Promoting attitude change and expressed willingness to take action toward climate change in college students (2012, background): “They also demonstrated less negative emotions and greater acceptance of Pluto’s new status (Broughton et al. 2011).”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “Students in the Broughton et al. (2011) study showed strong negative attitudes and emotions toward the scientists’ decision to reclassify Pluto.”
Emotions about Teaching about Human-Induced Climate Change (2013, background): “’s (2007) control-value theory of achievement emotions and a previous study on topic emotions conducted by Broughton et al. (2011). With five statements and 10 emotions measured per statement, there were 50 total items in this questionnaire.”
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change (2014, methodology): “Using the same scoring as was used in Broughton et al. (2010), we scored student answers for number of science ideas as well as number of misconceptions by two independent raters.”