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dc.contributor.authorSinatra, Gale M.en
dc.contributor.authorBroughton, Suzanne H.en
dc.contributor.authorDiakidoy, Irene-Anna N.en
dc.contributor.authorKendeou, Panayiotaen
dc.contributor.authorvan den Broek, Paulen
dc.creatorSinatra, Gale M.en
dc.creatorBroughton, Suzanne H.en
dc.creatorDiakidoy, Irene-Anna N.en
dc.creatorKendeou, Panayiotaen
dc.creatorvan den Broek, Paulen
dc.description.abstractThe 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.en
dc.publisherWiley, International Reading Association]en
dc.sourceReading Research Quarterlyen
dc.titleBridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Texten
dc.description.endingpage393Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Ψυχολογίας / Department of Psychology
dc.contributor.orcidDiakidoy, Irene-Anna N. [0000-0003-3650-8108]

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