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More Bang For Your Buck: Bolstering Learning Via Refutation Text With Refutation-Based Elaborated Feedback, Jacqueline R. Cordova
More Bang For Your Buck: Bolstering Learning Via Refutation Text With Refutation-Based Elaborated Feedback, Jacqueline R. Cordova
UNLV Theses, Dissertations, Professional Papers, and Capstones
The current study examines the effects of refutation text and refutation-based elaborated feedback on conceptual understanding, self-efficacy, interest, beliefs, attitudes, and knowledge, within the context of learning about climate change. The study also tests whether elaborated feedback moderates the refutation text effect through an interaction. One hundred and fifty nine undergraduate students were recruited to participate in this study, which was administered via computer. They completed measures of their self-efficacy and interest in learning about climate change, as well as climate change beliefs, attitudes, and knowledge. Approximately half of the participants read a refutation text and half read a comparison …
Effects Of Explicit-Reflective Instruction On Preservice And Novice Teachers’ Epistemic And Conceptual Change Mediated By Reasoning, Danny Murphy
UNLV Theses, Dissertations, Professional Papers, and Capstones
Teachers’ beliefs shape their daily instruction and the materials presented to students. The personal views of educators are especially relevant when socioscientific issues are involved. Preservice and novice teachers’ mastery of the nature of science (NOS) and personal beliefs in and out of the classroom influence their worldviews and classroom practices. Although research has been conducted regarding conceptual change and epistemic change, it is not understood how conceptual change and epistemic change affect instructional practice. The purpose of the mixed methods explanatory sequential study was to determine how students in a science methods classroom think and reason with explicit and …