979
Views
44
CrossRef citations to date
0
Altmetric
Articles

Augmenting the Refutation Text Effect with Analogies and Graphics

, &

References

  • Broughton, S. H., Sinatra, G. M., & Reynolds, R. E. (2010). The nature of the refutation text effect: An investigation of attention allocation. Journal of Educational Research, 103, 407–423.
  • Calik, M., Ayas, A., & Coll, R. R. (2008). Investigating the effectiveness of an analogy activity in improving students' conceptual change for solution chemistry concepts. International Journal of Science and Mathematics Education, 7, 651–676.
  • Clark, D., Ranney, M. A., & Felipe, J. (2013). Knowledge helps: Mechanistic information and numeric evidence as cognitive levers to overcome stasis and build public consensus on climate change. In Proceedings of the 35th Annual Meeting of the Cognitive Science Society (pp. 2070–2075). Austin, TX: Cognitive Science Society.
  • Cordova, J., Sinatra, G. M., Broughton, S. H., Taasoobshirazi, G., & Lombardi, D. (2014). Self-efficacy, confidence in prior knowledge, and conceptual change. Contemporary Educational Psychology, 39, 164–174.
  • Danielson, R. W., Schwartz, N. H., & Lippmann, M. (2015). Metaphorical graphics aid learning and memory. Learning and Instruction, 39, 194–205.
  • Danielson, R. W., Sinatra, G. M., Jaeger, A., & Wiley, J. (2015, July). Augmenting the refutation-text effect with analogies and graphics. Presented at the annual meeting of the Society for Text and Discourse, Minneapolis, MN.
  • Dumas, D., Alexander, P. A., & Grossnickle, E. M. (2013). Relational reasoning and its manifestation in the educational context: a systemic review of the literature. Educational Psychology Review, 25(3), 391–427.
  • Fletcher, C. R. (1994). Comprehension and memory of narrative texts: Inferences and coherence. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 589–607). San Diego, CA: Academic Press.
  • Goldman, S. R., & Varnhagen, C. K. (1986). Memory for embedded and sequential story structures. Journal of Memory and Language, 25, 401–418.
  • Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395.
  • Heddy, B., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97, 723–744.
  • Heddy, B. C., Sinatra, G. M., & Danielson, R. W. (2014, April). Modifying attitudes, emotions, and conceptual knowledge about genetically modified foods. Paper presented at the annual meeting of the American Educational Research Association. Philadelphia, PA.
  • Hegarty, M. (2011). The cognitive science of visual-spatial displays: implications for design. Topics in Cognitive Science, 3, 446–474.
  • Johnson, M., & Sinatra, G. M. (2012). Use of task-value instructional inductions for facilitating engagement and conceptual change. Contemporary Educational Psychology, 30, 51–63.
  • Kendeou, P., & O'Brien, E. J. (2014). The Knowledge Revision Components (KReC) Framework: Processes and mechanisms. Processing inaccurate information: theoretical and applied perspectives from cognitive science and the educational sciences, 353.
  • Kendeou, P., & O' Brien, E. J. (2016). Prior knowledge: Acquisition and revision. In P. Afflerbach (Ed.), Handbook of individual differences in reading: text and context (pp. 151–163). New York, NY: Routledge Publishing.
  • Kendeou, P., Walsh, E. K., Smith, E. R., & O'Brien, E. J. (2014). Knowledge revision processes in refutation texts. Discourse Processes, 51, 374–397.
  • Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567–1577.
  • Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101, 765.
  • Kintsch, W. (2000). Metaphor comprehension: A computational theory. Psychonomic Bulletin & Review, 7, 257–266.
  • Jaeger, A. J., & Wiley, J. (2015). Reading an analogy can cause the illusion of comprehension. Discourse Processes, 52, 376–405.
  • Lakoff, G. (1993). The contemporary theory of metaphor. Metaphor and Thought, 2, 202–251.
  • Lombardi, D., Danielson, R. W., & Young, N. (2016). A plausible connection: Critical evaluation, the refutation effect, and plausibility reappraisal. Learning and Instruction, 44, 74–86. 10.1016/j.learninstruc.2016.03.003.
  • Lombardi, D., Seyranian, V., & Sinatra, G. M. (2014). Source effects and plausibility judgments when reading about climate change. Discourse Processes, 51, 75–92.
  • Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility reappraisals and shifts in middle school students' climate change conceptions. Learning and Instruction, 27, 50–62.
  • Mayer, R. E. (1984). Aids to text comprehension. Educational Psychologist, 19, 30–42.
  • Mayer, R. E. (2001). Multi-media learning. Cambridge, UK: Cambridge University Press.
  • Mayer, R. E. (2005). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 183–200). Cambridge, UK: Cambridge University Press.
  • Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107–119.
  • McCrudden, M. T., & Kendeau, P. (2014). Exploring the link between cognitive processes and learning from refutational text. Journal of Research in Reading, 37, S116–S140.
  • Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358.
  • Murphy, G. L. (1996). On metaphoric representation. Cognition, 60, 173–204.
  • Nussbaum, E. M., Cordova, J. R, & Rehmat, A. P. (2016, April). Refutation texts for effective climate change education. Paper presented at the meeting of the American Education Research Association. Washington, DC.
  • Nussbaum, E. M., Sinatra, G. M., & Owens, M. C. (2012). The two sides of scientific argumentation. In D. Zeidler (Series Ed.), Contemporary trends and issues in science education, In M. Khine (Ed.), Perspectives in scientific argumentation: Theory, practice and research (pp. 17–37). Dordrecht, The Netherlands: Springer.
  • Ortony, A. (1993). Metaphor and thought. Cambridge, UK: Cambridge University Press.
  • Ortony, A., Schallert, D. L., Reynolds, R. E., & Antos, S. J. (1978). Interpreting metaphors and idioms: Some effects of context on comprehension. Journal of Verbal Learning and Verbal Behavior, 17, 465–477.
  • Petit, J. R., Jouzel, J., Raynaud, D., Barkov, N. I., Barnola, J. M., Basile, I., & Stievenard, M. (1999). Climate and atmospheric history of the past 420,000 years from the Vostok ice core, Antarctica. Nature, 399, 429–436.
  • Podolefsky, N. S., & Finkelstein, N. D. (2006). Use of analogy in learning physics: The role of representations. Physical Review Special Topics-Physics Education Research, 2, 1–10.
  • Ranney, M. A., & Clark, D. (2016). Climate change conceptual change: Scientific information can transform attitudes. Topics in Cognitive Science, 8, 49–75.
  • Rapp, D. N., & Braasch, J. L. (2014). Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences. Cambridge, MA: MIT Press.
  • Schnotz, W. (2002). Commentary: Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14, 101–120.
  • Seyranian, V. (2014). Social identity framing communication strategies for mobilizing social change. Leadership Quarterly, 25, 468–486.
  • Sinatra, G. M., & Broughton, S. H. (2011). Bridging reading comprehension and conceptual change in science: the promise of refutation text. Reading Research Quarterly, 46, 374–393.
  • Sinatra, G. M., & Danielson, R. W. (2014). Adapting to a warmer climate of scientific communication. BioScience, 64, 275–276.
  • Sinatra, G. M., & Danielson, R. W. (2016, April). Overcoming stumbling blocks to public understanding of science through refutation texts and graphics. Symposium presented at the annual meeting of the American Educational Research Association, Washington, DC.
  • Thomas, G. P., & McRobbie, C. J. (2001). Using a metaphor for learning to improve students' metacognition in the chemistry classroom. Journal of Research in Science Teaching, 38, 222–259.
  • Tippett, C. D. (2010). Refutation text in science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8, 951–970.
  • Trabasso, T., & Van Den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612–630.
  • van Loon, M. H., Dunlosky, J., van Gog, T., van Merriënboer, J. J., & de Bruin, A. B. (2015). Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Contemporary Educational Psychology, 42, 39–48.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.