Alvermann, D. E., & Hynd, C. R. (1989). Effects of prior knowledge activation modes and text structure on nonscience majors' comprehension of physics. Journal of Educational Research, 83(2), 97-102.

Alvermann, D.; Hynd, C.

1989

Alvermann, D. E., & Hynd, C. R. (1989). Effects of prior knowledge activation modes and text structure on nonscience majors' comprehension of physics. Journal of Educational Research, 83(2), 97-102.

geen

This study investigated a pragmatic way to enhance student learning of complex science concepts in 62 undergraduate nonscience majors with known naive conceptions (NCs) about projectile motion. Ss were assigned to 1 of 6 groups formed from 3 levels of a prior knowledge activation activity and 2 levels of text. A multivariate analysis of variance (MANOVA) showed that activating Ss' NCs about a complex science concept is not as effective a means for dispelling inaccurate information as is the practice of activating their NCs and then directing them to ideas that might differ from their own. This result and the no difference found for refutation text are discussed within the context of earlier work and W. Kintsch's (1980) observation that incongruity leads to new learning.

The results of this study indicated that activating competent readers' naive conceptions about a complex science concept is not as effective a means for sidpelling inaccurate information as is the partice of activating their naive conceptions and then explicitly directing them to read and attend to ideas that might be different from their own.

99

2