Robert W. Danielson

Augmenting the Refutation Text Effect with Analogies and Graphics

Refutation texts have been shown to be effective at promoting knowledge revision. It has been suggested that refutation texts are most effective when the misconception and the correct information are co-activated and integrated with causal networks that support the correct information. We explored two augmentations to a refutation text that might enhance the possibility of co-activation, integration, and thus revision: analogies and graphics. Participants (122 college students) were randomly assigned to read one of four experimental texts (refutation text, refutation text+graphic, refutation text+analogy, or refutation text+graphic+analogy). Results showed that refutation text+analogy and refutation text+graphic+analogy were the most successful in promoting revision. Implications for theory and practice are discussed.

Modifying Knowledge, Emotions, and Attitudes Regarding Genetically Modified Foods

ABSTRACT The purpose of this study was to explore whether conceptual change predicted emotional and attitudinal change while learning about genetically modified foods (GMFs). Participants were 322 college students; half read a refutation text designed to shift conceptual knowledge, emotions, and attitudes, while the other half served as a control group. The results suggest that the refutation text effectively facilitated change in conceptual knowledge, emotions, and attitudes. The hypothesized relationship among the variables was explored using structural equation modeling. The analysis showed that when participants experienced knowledge change toward more scientifically accepted conceptions of GMFs, their emotions became more positive and less negative, which predicted a subsequent shift toward more-positive attitudes. The results suggest that change in emotions mediates the relationship between conceptual and attitudinal change. Several theoretical and practical implications are discussed including the impact that these findings may have on science education.

The Impact of Speedometry on Student Knowledge, Interest, and Emotions

ABSTRACT Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports.

Adapting Evolution Education to a Warming Climate of Teaching and Learning

Biological evolution is not well-understood and the percentage of individuals who accept it as an accurate scientific theory have changed little in decades. Lack of knowledge and religious objections are the most commonly cited roadblocks to developing understanding and acceptance of evolutionary theory. We argue that moving beyond these two challenges to include a broader array of “hot” constructs (i.e., affect and motivation) is required if evolution instruction is to become more effective. We review research on folk or naive views of biology, complexity and emergent systems, misconceptions, emotions, and identity for their potential as levers of change. We review our own and others’ research in these areas, and we conclude with instructional implications for teaching evolution within the warmer (more affective) climate of today’s classrooms.