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Direct linkBraasch, Jason L. G.; Goldman, Susan R.; Wiley, Jennifer – Journal of Educational Psychology, 2013
Three experiments examined conceptual change from reading refutational texts and how such learning interacted with prior knowledge organization. Prior to reading, 3 groups of learners were identified on the basis of their prior knowledge of the targeted concept: 2 groups held misconceptions; 1 group was generally accurate. Experiment 1 tested…
Descriptors: Reader Text Relationship, Educational Experiments, Persuasive Discourse, Prior Learning
