REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH

By Christine D. Tippett. 2010

327 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bd176ef95e1c8fb1d0a08c2a2c67681109439bcc

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

1. Gale M. Sinatra
2. Tamara van Gog
3. Brian W. Miller
4. Suzanne H. Broughton
5. J. V. van Merriënboer
6. Anique B. H. de Bruin
7. Krista R. Muis
8. Reinhard Pekrun

In Education

1. Gale M. Sinatra
2. Suzanne H. Broughton
3. Brian W. Miller
4. Krista R. Muis
5. Tamara van Gog
6. Gregory Trevors
7. Reinhard Pekrun
8. J. V. van Merriënboer

Citations in the corpus

• Neutralizing misinformation through inoculation: Exposing misleading argumentation techniques reduces their influence (2017, background): “This teaching approach is known as misconception-based learning [74], agnotology-based learning [75], or learning from refutational texts [76].”
• 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).”
• 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).”
• Refutations in science texts lead to hypercorrection of misconceptions held with high confidence (2015, background): “Refutation texts always contain two components in addition to a standard text: The statement of the misconception and explicit refutation of this misconception (Braasch et al., 2013; Tippett, 2010).”
• Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “And as noted earlier, research has demonstrated that readers prefer the refutation format (Tippett, 2010), not a small matter when motivation to read scientific material may be lacking.”
• Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect (2016, methodology): “We should note that there is extensive prior research that demonstrate the effectiveness of refutation texts to promote adaptive learning overall (Heddy et al., 2014; Kendeou et al., 2013, 2014; Tippett, 2010).”
• Effectiveness of holistic mental model confrontation in driving conceptual change (2012, unknown): “One of the primary instructional techniques that have been employed to bring about conceptual change is cognitive conflict, particularly instantiated in the form of refutational texts (see Tippett, 2010 for a recent review). In a refutational text, common misconceptions held by students are identifi”