Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education

Cited by (417)

Items 101–200 of 417

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3. An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts
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4. The acquisition of professional expertise : a challenge for educational research
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5. Pre-service Science Teachers’ Neuroscience Literacy: Neuromyths and a Professional Understanding of Learning and Memory
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6. Persuasion As a Dynamic, Multidimensional Process: An Investigation of Individual and Intraindividual Differences
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10. Writing as a Learning Tool
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11. READERS, TEXTS AND CONCEPTUAL CHANGE LEARNING
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12. Methodology in Language Teaching: Dilemmas for the Development of Second Language Reading Abilities
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13. Reducing students’ misconceptions with refutational teaching: For long-term retention, comprehension matters.
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14. Noticing and Revising Discrepancies as Texts Unfold
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15. Effectiveness of instruction based on the constructivist approach on understanding chemical equilibrium concepts
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16. Incidental Word Learning in Science Classes.
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17. Are instructional explanations more effective in the context of an impasse?
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18. Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities
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19. Nothing in Evolution Makes Sense Except in the Light of DNA
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20. Effectiveness of conceptual change instruction on understanding of heat and temperature concepts
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21. Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals
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22. What Students’ Arguments Can Tell Us: Using Argumentation Schemes in Science Education
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23. CONCEPTUAL CHANGE TEXTS IN CHEMISTRY TEACHING: A STUDY ON THE PARTICLE MODEL OF MATTER
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24. Discourse Comprehension
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25. Textual and graphical refutations: Effects on conceptual change learning
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26. How Confident are Students in their Misconceptions about Hypothesis Tests?
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27. Effectiveness of conceptual change text‐oriented instruction on students' understanding of cellular respiration concepts
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28. A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions
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30. Experimental evidence of the superiority of the prevalence model of conceptual change over the classical models and repetition
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32. A preliminary study on the effectiveness of inquiry-based activities for addressing misconceptions of undergraduate engineering students
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33. Source credibility and the processing of refutation texts
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34. Proposition for improving the classical models of conceptual change based on neuroeducational evidence: conceptual prevalence
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35. Correction format has a limited role when debunking misinformation
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36. Using a game environment to foster collaborative learning: a design‐based study
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37. Teachers' ability to diagnose and deal with alternative student conceptions of evolution
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38. The conceptual change approach to teaching chemical equilibrium
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41. Making language accessible: Successful text writing for museum visitors
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42. Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies
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43. Simplifying informational text structure for struggling readers
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44. An eye-movement analysis of the refutation effect in reading science text
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45. Belief in corrective feedback for common misconceptions: Implications for knowledge revision.
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46. Warning readers to avoid irrelevant information: When being vague might be valuable
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47. Correcting misinformation—A challenge for education and cognitive science.
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48. Reclaiming Race as a Topic of the U.S. Biology Textbook Curriculum
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49. What Makes a Text Persuasive? Comparing Students' and Experts' Conceptions of Persuasiveness.
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50. Efficacy of Two Different Instructional Methods Involving Complex Ecological Content
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51. Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction
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52. To master or perform? Exploring relations between achievement goals and conceptual change learning
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53. The Effect of Supplementing Instruction with Conceptual Change Texts on Students’ Conceptions of Electrochemical Cells
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54. Constructing Mental Models during Learning from Science Text
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55. Distinguishing Between Understanding and Belief
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56. Is it the Earth that turns or the Sun that goes behind the mountains? Students’ misconceptions about the day/night cycle after reading a science text
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57. Curricular reform and inquiry teaching in biology: where are our efforts most fruitfully invested?
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58. Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation
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59. Optimizing Conditions for Learning: Situating Refutations in Epistemic Cognition
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60. Promoting the Understanding of Photosynthesis Among Elementary School Student Teachers Through Text Design
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61. Discourse processing-examining our everyday language experiences.
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62. Conceptual Change—Multiple Routes, Multiple Mechanisms: A Commentary on Ohlsson (2009)
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63. A Life Stress Instrument for Classroom Use
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64. When prior knowledge interferes, inhibitory control matters for learning: The case of numerical magnitude representations.
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65. Refutations of Equivocal Claims: No Evidence for an Ironic Effect of Counterargument Number
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66. High school students' understanding of projectile motion concepts
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67. Believing that Humans Swallow Spiders in Their Sleep
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68. Science Learning Through Text: The Effect of Text Design and text Comprehension Skills on Conceptual Change
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69. Improving Learning
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70. Wine tasting based on emotional responses: An expedite approach to distinguish between warm and cool climate dry red wine styles.
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71. Hot factors for a cold topic: Examining the role of task-value, attention allocation, and engagement on conceptual change
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72. An Attempt to Correct Erroneous Ideas Among Teacher Education Students: The Effectiveness of Refutation Texts
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76. Persuasion and Its Role in Meeting Educational Goals
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78. A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes
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79. Is Active Learning Enough? The Contributions of Misconception-Focused Instruction and Active-Learning Dosage on Student Learning of Evolution
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80. Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs
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81. Roles for Explanatory Models and Analogies in Conceptual Change
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82. Using Analogies to Enhance Self-Awareness and Cultural Empathy: Implications for Supervision
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83. Conceptual Change in Students’ Molecular Biology Education: Tilting at Windmills?
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84. Learning Geography Promotes Learning Math: Results and Implications of Arizona's GeoMath Grade K-8 Program
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86. Intelligent Tutoring with Natural Language Support in the Beetle II System
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89. INSTRUCTIONAL STRATEGIES FOR PROMOTING CONCEPTUAL CHANGE: SUPPORTING MIDDLE SCHOOL STUDENTS
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