Learning counter-intuitive science concepts: What have we learned from over a decade of research?

Research output: Contribution to journalArticle

77 Scopus citations

Abstract

A decade and more of quantitative research has been conducted in reading education to determine the relative efficacy of various instructional strategies in changing students nonscientific preconceptions. Following a meta-analysis of these investigations, qualitative research has been conducted to explore how and why conceptual change occurs. This narrative review presents little-known ndings from these studies that have direct implications for classroom practice and future research agendas.

Original languageEnglish (US)
Pages (from-to)89-98
Number of pages10
JournalReading and Writing Quarterly
Volume16
Issue number2
DOIs
StatePublished - Apr 1 2000

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

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