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ERIC Number: ED315749
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 17
Abstractor: N/A
Reference Count: N/A
Correcting Misconceptions: Effects of Type of Text.
Maria, Katherine; Johnson, Joanne Mons
A study investigated whether presenting scientific information about seasonal change in a narrative which is also a refutation text will promote learning of the information more than presenting it in an expository text which is either a considerate refutation text or an inconsiderate non-refutation text. Subjects, 123 seventh grade students and 129 fifth-grade students in gifted and talented programs of two large urban school systems, read either a text that made no mention of misconceptions about seasonal change, or a text that directly refuted misconceptions, or a narrative which addressed misconceptions about seasonal change. Subjects were administered a vocabulary test, a misconception test, and an application test. Results indicated: (1) subjects who read the narrative text consistently scored higher than subjects who read either of the other types of texts; (2) the expository text which considered misconception was only better than the expository text which did not consider misconceptions on the measure of immediate misconception test; and (3) fewer seventh graders than fifth graders held misconceptions of seasonal change. (Three tables of data are included; 19 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A