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ERIC Number: ED356949
Record Type: Non-Journal
Publication Date: 1992
Pages: 62
Abstractor: N/A
Reference Count: N/A
Using Elaborative Interrogation To Help Students Overcome Their Inaccurate Science Beliefs.
Woloshyn, Vera E.; And Others
One hundred and forty students in grades 6 and 7 were asked to process 32 science statements. Half of the statements were consistent with their prior knowledge, whereas the remaining facts were inconsistent with it. Half of the students were instructed to read the sentences for understanding (reading controls). The remaining students were instructed to use their prior knowledge to answer why each fact was true (elaborative interrogation). Two tests of recall (free and cued) and two tests of recognition (immediate and 14-day) followed. Experiment 2 subjects also completed 75-day and 180-day recognition tasks. Across all memory measures, elaborative-interrogation subjects performed significantly better than did reading-controls. The quality of the elaborative-interrogation study responses did not affect retention. All students recognized more belief-consistent facts than belief-inconsistent facts. Elaborative-interrogation subjects were less confident in their incorrect recognition selections than were reading controls who expressed great confidence in their erroneous answers. (Author)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada