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Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text
Author(s) -
Sinatra Gale M.,
Broughton Suzanne H.
Publication year - 2011
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.005
Subject(s) - conceptual change , reading comprehension , comprehension , bridging (networking) , scientific literacy , science education , reading (process) , literacy , conceptual framework , mathematics education , psychology , epistemology , sociology , pedagogy , computer science , social science , linguistics , philosophy , computer network , programming language
Abstract The use of texts in science classrooms has waned significantly over the past two decades. However, recently, researchers have shown renewed interest in the use of refutation texts as a tool for promoting conceptual change and science learning. In this article, we examine the intersection of conceptual change and reading comprehension research in science education. We begin by explaining how researchers in conceptual change have turned their interests toward text comprehension. We then examine models of reading comprehension that contribute to our understanding of how text can promote science learning in general and conceptual change in particular. Next, we examine recent empirical research concerning the effect of refutation text in promoting conceptual change in science. We close with suggestions for future research that seeks to integrate these two areas for the advancement of both scientific literacy and literacy skill development.