Conceptual change with refutational maps. Issue 16 (2nd November 2018)

• Record Type: Journal Article
• Authors: Liu, Qing; Nesbit, John C.
• Is Part Of: International journal of science education. Volume 40:Issue 16(2018)
• Page Start: 1980
• Page End: 1998
• Publication Date: 2018-11-02
• Subjects: Refutational maps -- refutational text -- conceptual change -- science education -- logical thinking -- need for cognition; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2018.1515513
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: This study investigated how studying a refutational map, a type of argument map, affected conceptual change. Refutational maps visually display both correct and alternative conceptions. Participants ( N = 120) were randomly assigned to (1) a refutational map condition, (2) a refutational text condition, and (3) a non-refutational text condition. The post-test results showed that studying the refutational map led to better performance on free recall and learning transfer measures. Specifically, participants who studied the refutational map performed significantly better than others on a free recall test, and they significantly outperformed the non-refutational text group on a short-answer transfer test. The multiple-choice test, another transfer measure, failed to detect any differences among the three groups. The research also found that individual differences in need for cognition and logical thinking ability interacted with the type of study materials. Participants scoring lower on logical thinking ability gained more from studying the refutational map.