Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education.
Overview & Synopsis
Synthesizes quantitatively the experimental and quasi-experimental research in reading education and science education designed to test the effects of various instructional interventions on misconceptions. Identifies specific strategies or approaches that were effective in producing conceptual change. Notes that effective procedures had a common element of producing conceptual conflict. (RS)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Promoting Conceptual Change in Science: A Comparative Meta-Analysis of Instructional Interventions from Reading Education and Science Education. |
|---|---|
| Author / Organization | Guzzetti, Barbara J., And Others |
| Subject & Discipline | Concept Formation, Conflict, Elementary Secondary Education |
| Categories | Education & Pedagogy |
| Publication Year | 1993 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-161429 |
| Original Source Link | Visit Source Page on eric.ed.gov » |