Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments

Schroeder, Noah L.; Kucera, A

doi:10.1007/s10648-021-09656-z

Cited by 34 publications

(28 citation statements)

References 69 publications

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“…Once the descriptive aspects of a theory have been developed, scholars use abduction (i.e., inferencing to what a person thinks is the best explanation) to develop (Butterfuss & Kendeou, 2021;Schroeder & Kucera, 2022). The results of such research can support or refute some or all aspects of the explanation, sometimes leading to changes in either the explanatory or descriptive aspects of the theory, or both.…”

Section: Theory Developmentmentioning

confidence: 99%

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field’s history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field’s hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs.

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Section: Theory Developmentmentioning

confidence: 99%

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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“…Ferrero et al (2020) reported that refutation texts can be an effective means to correct misconceptions, even for deep misconceptions, even though the effects may be short-lived. On the other hand, Schroeder and Kucera (2022) showed that refutation texts have positive, moderate effect (g = 0.41, p < 0.001) compared to other learning conditions. This effect was also consistent and robust for a wide variety of contexts.…”

Section: Introductionmentioning

confidence: 86%

Lunar Phases Refutation Texts: Suplement Texts to Overcome Students’ Misconceptions

Syuhendri

Siahaan

Pasaribu

2022

EJEDU

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The purpose of this research is to develop a set of refutation texts as supplement texts to overcome misconceptions and to improve conceptual understandings on the Lunar phases. The method used is research and development in education. Overall, the research consists of three stages, namely preliminary study, product development, and evaluation. The refutation text was developed based on Posner et al. (1982) conceptual change model. The results for the preliminary study stage obtained nine prototype of refutation texts, namely for the concepts of the Earth’s natural satellite, the source of moonlight, the rotation and revolution of the earth, the rotation and revolution of the Moon, the direction of the daily motion of the Moon, Lunar phases, solar eclipses, Lunar eclipses, and causes of the tides. A set of refutation texts can be used in teaching the Lunar phase material in high school. Further research is needed to see the effectiveness of the Lunar phase refutation text in remediating students’ misconceptions and increasing their concept understanding and the longevity of the substitute concepts.

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“…The literature on refutation text effects is robust enough to deserve attention from current-day literacy researchers (e.g., Guzzetti et al, 1993; Schroeder & Kucera, 2022; Sinatra & Broughton, 2011; Tippett, 2010). In our critical review, we located 79 papers, nearly all celebrating the value of such text design in situations where students might hold misconceptions (for a full description of the methods we used, please see Zengilowski et al, 2021).…”

Section: Questioning the Effectiveness Of Refutation Texts On Their O...mentioning

confidence: 99%

“…The claim that immediate effects on conceptual change are impressive enough to recommend the broad use of refutation texts is counter to findings that memory is not stable (Ebbinghaus, 1885/1964; Murre & Dros, 2015) and learning not always easy (Alexander et al, 2009). Interestingly, for many studies that used delayed testing, findings were mixed, not showing a clear effect of refutation texts on long-term conceptual change (but see Schroeder & Kucera, 2022).…”

Section: Questioning the Effectiveness Of Refutation Texts On Their O...mentioning

confidence: 99%

Bringing Refutation Texts Back to Their Literacy Roots: What do Critical Literacy and Culturally Responsive Pedagogy Have to Teach us About Students’ Conceptual Change?

Zengilowski

Nash

Schuetze

et al. 2022

Literacy Research: Theory, Method, and Practice

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Refutation texts are resurfacing as a suggested antidote to misconceptions and “fake news.” In a previous critical review of the refutation text literature, we, the author team, suggested further interrogation of the assumptions these texts imply: that learners share the same common misunderstanding about a topic, and that there is one “truth” that should replace the misconception. Building from Hynd’s feminist critique of refutation texts, we present in this essay a consideration of how these authoritative and prescriptive texts fit into an educational landscape being transformed by foci on students’ autonomy and funds of knowledge. In this position paper, we present the argument that refutation texts and their associated research may conflict with critical literacy perspectives and culturally responsive pedagogies. We examine these three perspectives for how they may view learning and literacy, and conclude the essay by proffering suggestions for future research on refutation text manipulations and for considering how refutational texts might be incorporated in classroom settings that enact culturally responsive pedagogy and critical literacy perspectives.

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Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments

Cited by 34 publications

References 69 publications

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Lunar Phases Refutation Texts: Suplement Texts to Overcome Students’ Misconceptions

Bringing Refutation Texts Back to Their Literacy Roots: What do Critical Literacy and Culturally Responsive Pedagogy Have to Teach us About Students’ Conceptual Change?

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