Knowledge transfer in the context of refutation texts

Jasmine Kim, Panayiota Kendeou

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

In this study, we examined the conditions under which readers are able to transfer revised knowledge as a result of reading refutation texts (i.e. texts that explicitly state and refute a misconception). Across three experiments, participants read refutation texts that addressed socioscientific and nonsocioscientific issues as well as transfer texts that were designed to reactivate the misconceptions addressed in refutation texts. In Experiments 1 and 2, the results indicate that reading a refutation text reduces interference from the misconception as participants read the transfer texts in close temporal distance, even when the misconception is reactivated. In Experiment 3, the results indicate that participants reading refutation texts could not transfer revised knowledge when the temporal distance between refutation texts and transfer texts increased. Students’ performance on pretest and posttest questionnaires also suggest that reading the refutation texts facilitated knowledge revision prior to transfer. We discuss the findings in the context of the Knowledge Revision Components Framework.

Original languageEnglish (US)
Article number102002
JournalContemporary Educational Psychology
Volume67
DOIs
StatePublished - Oct 1 2021

Bibliographical note

Funding Information:
The research reported in this paper was supported by the National Science Foundation Graduate Research Fellowship under Grant No. ( CON-75851 ).

Publisher Copyright:
© 2021 Elsevier Inc.

Keywords

  • Knowledge revision
  • Misconceptions
  • Refutation text
  • Transfer

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