Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text

Sinatra, Gale M.; Broughton, Suzanne H.

doi:10.1002/rrq.005

Cited by 192 publications

(143 citation statements)

References 87 publications

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“…Textbook as a learning resource plays an important role in teaching and learning in the classroom (Abed & Al-Absi, 2015;Carter & Mayer, 1988;Sinatra & Broughton, 2011;Yore et al, 2003). A good textbook provides correct and positive information that help the students to understand the concept theory, to lead the students to think, behave and develop (Chambliss, 2001).…”

Section: Text Book As Teaching Mediamentioning

confidence: 99%

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Situmorang

Sitorus

Hutabarat

et al. 2015

IES

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The development of innovative chemistry learning material for bilingual Senior High School (SHS) students in Indonesia is explained. The study is aimed to obtain an innovative chemistry learning material based on national curriculum in Indonesia to be used as a learning media in the teaching and learning activities. The learning material is developed by enhancing the chemistry topics to meet the requirement of a national curriculum followed by integration of laboratory experiments, learning media, and contextual application of the relevant chemistry topics. The material is then designed in printed and electronic bases. The performance of developed chemistry material is standardized to meet good quality learning material for class purposes. The results showed that the performance of developed chemistry materials is categorized as very good. The developed learning material is found effective to be used in teaching and learning process, and be able to motivate the students to learn chemistry. The facilities provided in the material are adequate to guide the student to study chemistry independently that make learning activities moving from teacher centre learning become students centre learning. Students achievements in experimental class (M = 83.0) is found higher than that with control class (M = 73.5), where both are significantly different. There is a positive correlation between the student's motivations with the student's achievement in chemistry subject, where the correlation in experimental class (R² = 0.711) is better than in control class (R² = 0.467).

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Section: Text Book As Teaching Mediamentioning

confidence: 99%

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Situmorang

Sitorus

Hutabarat

et al. 2015

IES

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“…Researchers have long been interested in determining the conditions that can effectively address the challenges of revising misconceived knowledge. In this context, the use of texts has been identified as a powerful tool in the knowledge revision process (Sinatra & Broughton, 2011). One text type that has been shown to be successful at helping individuals revise misconceived knowledge is the refutation text (Alvermann & Hague, 1989;Alvermann & Hynd, 1989;Braasch, Goldman, & Wiley, 2013;Frède, 2008;Guzzetti, Snyder, Glass, & Gamas, 1993;Hynd, Alvermann, & Qian, 1997;Mason & Gava, 2007;Mason, Gava, & Boldrin, 2008;Tippett, 2010).…”

Section: Introductionmentioning

confidence: 99%

Source credibility and the processing of refutation texts

et al. 2016

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The knowledge revision components framework (KReC) outlines the basic comprehension processes and text factors that can be accentuated to increase the potential for knowledge revision during reading. The goal of the present study was to explore source credibility as one such text factor. In Experiment 1, we established the utility of a set of refutation texts in influencing knowledge revision. Participants read ten refutation and ten control texts. The participants had faster reading times and higher posttest scores for the refutation than for the control texts, providing evidence for knowledge revision. In Experiment 2, we examined the influence of source credibility under normal reading conditions. Participants read 20 refutation texts, ten with high-credibility and ten with lowcredibility sources. The reading times and posttest scores suggested that knowledge revision unfolded successfully, independent of credibility. Using the same texts, in Experiment 3 we examined the influence of direct instructions that made the credibility of the source of information more salient. When the credibility of the source was made salient, the revision process was disrupted in the low-credibility condition, as evidenced by slower reading times and lower posttest scores than in the high-credibility condition. The results add to our understanding of the factors that constrain knowledge revision during the reading of refutation texts, and are discussed in the context of the extant literature and KReC.

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“…The various conceptual change strategies have been developed to remediate student misconceptions, including: (1) the conceptual change texts (Tsai & Chou, 2002;Onder & Geban, 2006;Balci et al, 2006;Berber & Sarı, 2009;Sinatra & Broughton, 2011;Aydin, 2012); (2) the webbased conceptual change texts (Calik et al, 2011;Tas et al, 2015); (3) the computer simulations (Trundle & Bell, 2009); (4) the computer-based learning (Kose, Kaya, Gezer, & Kara, 2011;Yumusak et al, 2015); (5) ECIRR model (Elicit, Confront, Identify, Resolve, and Reinforce) (Wenning, 2008); (6) the cognitive conflict learning strategies (Baser, 2006;Madu & Orji, 2015); (7) the conceptual change-oriented learning (Baser, 2006;Kaya & Geban, 2012;Taslıdere, 2013); (8) analogies (Dilber & Duzgun, 2008); (9) the holistic mental model confrontation (Calik et al, 2011); (10) problem posing (Rufaida & Sujiono, 2013), and (11) multiple representations (Widarti et al, 2016).…”

Section: Table 2 Students' Misconception On Buffer Solution Materialsmentioning

confidence: 99%

Identification of Chemistry Learning Problems Viewed from Conceptual Change Model

Redhana

Sudria

Hidayat

et al. 2017

JPII

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This study aimed at describing and explaining chemistry learning problems viewed from conceptual change model and misconceptions of students. The study was qualitative research of case study type conducted in one class of SMAN 1 Singaraja. Subjects of the study were a chemistry teacher and students. Data were obtained through classroom observation, interviews, and conception tests. The chemistry learning problems were grouped based on aspects of necessity, intelligibility, plausibility, and fruitfulness. Data were analyzed descriptively. The results of the study showed that the chemistry learning problems related to the aspect of necessity were that the teacher did not carry out the laboratory work and did not discuss the properties of the buffer solution. The problems related to aspects of intelligibility were the teacher asked successive questions, answered her own questions, gave wrong information, made unclear and wrong analogies, and did not ask student reasons. The problems related to the plausibility aspects were that the teacher had less emphasis on the importance of context and neglected the students' alternative conceptions. The problems related to the fruitfulness aspects were that the teacher was less likely to provide complex problems especially with regard to the application of the buffer solution in everyday life. Students experienced misconceptions on some concepts of buffer solution.

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Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text

Cited by 192 publications

References 87 publications

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Source credibility and the processing of refutation texts

Identification of Chemistry Learning Problems Viewed from Conceptual Change Model

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