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ERIC Number: EJ1129847
Record Type: Journal
Publication Date: 2017-Mar
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0735-6331
Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning
Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua
Journal of Educational Computing Research, v55 n1 p46-69 Mar 2017
This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links. Refutational texts are designed specifically to elicit common misconceptions that learners typically hold about a particular topic, directly refute the misconceptions, and present scientific explanations as compelling alternatives. Expository scientific texts consist of texts that are written specifically to present correct scientific information. Sixty-seven participants were randomly assigned to study one of three computer-based presentations on climate change. The dependent measures were tests of free recall and transfer. The concept map group significantly outperformed the refutational and scientific text groups on both free recall and transfer tests. Practical and theoretical implications of these findings are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A