Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education
Abstract
Barbara J. Guzzetti, Tonja E. Snyder, Gene V Glass, Warren S. Gamas, Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education, Reading Research Quarterly, Vol. 28, No. 2 (Apr. - May - Jun., 1993), pp. 116-159
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An earlier meta-analysis found that intentionally creating cognitive conflict between prior knowledge and new information is more effective at reducing student misconceptions than simply providing new information.
“This affirmed the findings of an earlier meta-analysis, which found that intentionally creating cognitive conflict between prior knowledge and new information is more effective at reducing student misconceptions of course content than simply providing new information (Guzzetti et al., 1993).”
From Lessons from the field: Isn't it just common sense? Naïve realism as a barrier to learning (2024) · cites this paper as Guzzetti et al., 1993
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“For example, cognitive analyses have provided insights into how to promote conceptual change (e.g., Driver et al., 1994; Guzzetti et al., 1993; Smith et al., 1997) and how to promote epistemological development (e.g., Carey et al., 1989; Smith et al., 2000).”
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“Often such techniques involve creating cognitive conflict within the individual, thereby forcing them to recon cile the differences between the new information and their existing knowledge (Guzzetti et al., 1993). Pintrich, Marx, and Boyle (1993) also stress that motiva tional factors, such as the individual's goals…”
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“These results are consistent with those obtained in prior research demonstrating that misconceptions have an intrusive effect on students' memory representations of text (Guzzetti et al., 1993; Kendeou & van den Broek, 2005 ).”
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“The student texts did not explicitly address student ideas (Guzzetti et al., 1993), nor did teacher’s guides suggest activities that could help students with their difficulties, such as challenging student ideas in appropriate ways (Chinn & Brewer, 1993); contrasting student ideas with the…”
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“If some studies conclude the effectiveness of such strategies (Guzetti et al. 1993), this conclusion is not fully shared.”
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“Evidence of the effectiveness of this latter approach— activating of students’ background knowledge before reading—has been mixed (Alvermann &Hague, 1989;Alvermann, Smith,&Readence, 1985;Guzzetti et al., 1993).”
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Schroeder, N. L., & Kucera, A. C. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09656-z · Cited by 86 · see citing works
“…metaanalyzed in more than 10 years (Armağan et al., 2017, whose literature search was conducted in 2010); the effects of refutation texts specifically have not been quantitatively synthesized in nearly 20 years (Guzzetti et al., 1992, 1993), nor qualitatively synthesized in ten (Tippett, 2010).”
BackgroundFranco, G. M., Muis, K. R., Kendeou, P., Ranellucci, J., Sampasivam, L., & Wang, X. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.06.003 · Cited by 74 · see citing works
- Authors
- Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S.
- ORCID
- Glass, Gene V
- Venue
- Reading Research Quarterly
- Publisher
- JSTOR
- Published
- 1993-04
- Volume
- 28
- Issue
- 2
- Pages
- 116
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2089221954
- Cited by
- 518
- References
- 0
- Citations by year
- 2026: 13 · 2025: 13 · 2024: 14 · 2023: 16 · 2022: 15 · 2021: 19 · 2020: 23 · 2019: 15 · 2018: 41 · 2017: 28 · 2016: 14 · 2015: 32 · 2014: 14 · 2013: 22 · 2012: 26
- FWCI
- 11.25
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading Research Quarterly (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- conceptual change, science education, reading instruction, educational intervention, reading comprehension, scientific literacy, reading comprehension strategies
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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