Department of Psychology, Florida State University, Tallahassee, FL, United States of America.
Department of Speech, Language, and Hearing Science, Purdue University, West Lafayette, IN, United States of America.
PLoS One. 2019 Sep 4;14(9):e0220766. doi: 10.1371/journal.pone.0220766. eCollection 2019.
Learning can be difficult for students due to incorrect prior knowledge, or misconceptions, interfering with the acquisition of new knowledge. Conceptual change refers to the process of replacing such misconceptions with new and accurate knowledge. The factors associated with conceptual change are currently under debate. The present study attempts to replicate previous investigations of how text style and epistemic beliefs impact conceptual change, and extends this work by investigating how those factors differentially facilitate conceptual change within participants. 157 college students completed a two-part, within participants study in which they completed pretests, read passages addressing a misconception, completed posttests, and were assessed on their epistemic beliefs. Text style (expository vs. refutation) and two dimensions of epistemic beliefs (texture and variability) did not directly impact pre-to-posttest changes in performance. However, interactions between text type, texture, and variability were related to changes in performance.
学习对于学生来说可能很困难，因为错误的先验知识或误解会干扰新知识的获取。概念转变是指用新的准确知识替代这些误解的过程。与概念转变相关的因素目前仍存在争议。本研究试图复制先前关于文本风格和认识信念如何影响概念转变的研究，并通过研究这些因素如何在参与者中不同程度地促进概念转变来扩展这项工作。157 名大学生完成了一项两部分的参与者内研究，他们在研究中完成了前测、阅读了关于误解的文章、完成了后测，并评估了他们的认识信念。文本风格（说明性与反驳性）和认识信念的两个维度（纹理和可变性）并没有直接影响表现的前测到后测变化。然而，文本类型、纹理和可变性之间的相互作用与表现的变化有关。
