Long-Lasting Conceptual Change in Science Education

Long-Lasting Conceptual Change in Science Education Xiaoshan Li Yanyan Li Wenjing Wang

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Long-Lasting Conceptual Change in Science Education 2021 Science & Education 10.1007/s11191-021-00288-x li2021-long-lasting-conceptual-change-in li2021-long-lasting-conceptual-change-in.txt, the project's staged copy 6b6f284349d1f063e4424c29198cc1d821a94f6a open-access science-education

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0 spans located by searching the stored text for the quote's exact words, allowing any whitespace between them Collaborative argumentation among postgraduate students, and the argumentative dialogue inside it, as a route to durable conceptual change in science. Quotation withheld because this record is not cleared for redistribution. existence Quotation withheld because this record is not cleared for redistribution. conceptual change through collaborative argumentation Quotation withheld because this record is not cleared for redistribution. behavioural-experiment behavioural-experiment Quotation withheld because this record is not cleared for redistribution. mechanisms Misconceptions are robust, so an intervention that does start replacing them needs time before the replacement is measurable - which is why the benefit appears only at the delayed post-test. Quotation withheld because this record is not cleared for redistribution. mechanisms The three dialogue types complement one another - deliberation supplies critical reasoning, consensual co-construction repairs the social damage of disputes - so the productive profile is a mix, not one pure type. Quotation withheld because this record is not cleared for redistribution. mechanisms Hearing group members voice both misconceptions and correct understandings makes a student self-reflect and spot the flaws in their own account, which is the route to conceptual change. Quotation withheld because this record is not cleared for redistribution. Hearing others' misconceptions makes a student's own incomplete idea visible to them, which is offered as the route from dialogue to conceptual change Quotation withheld because this record is not cleared for redistribution. Disagreement forces re-examination of evidence that was skipped the first time Quotation withheld because this record is not cleared for redistribution. Exposure to how others build a concept, not just what they conclude, is what changes the way of thinking rather than the answer Quotation withheld because this record is not cleared for redistribution. Disputative dialogue works against learning by converting argument into a contest, which narrows openness to alternatives Quotation withheld because this record is not cleared for redistribution. Misconceptions are robust partly because teaching presents macro, sub-micro and symbolic representations side by side instead of teaching students to move between them Quotation withheld because this record is not cleared for redistribution. Consensual co-construction alone consolidates a one-sided argument, which is why the productive pattern needs it together with deliberation rather than instead of it Quotation withheld because this record is not cleared for redistribution. Small, almost entirely female sample what this limits: the population every result speaks for: THE SAMPLE OF STUDENTS IN THIS STUDY WAS RELATIVELY SMALL, AND 95.65% OF STUDENTS WERE FEMALE Quotation withheld because this record is not cleared for redistribution. Conducted online because of COVID-19, which may have changed the interpersonal tension of argumentation what this limits: the argumentation findings specifically: THE CURRENT STUDY WAS CONDUCTED IN THE CONTEXT OF ONLINE LEARNING BECAUSE OF THE ... COVID-19 PANDEMIC, which may change the interpersonal character of argumentation Quotation withheld because this record is not cleared for redistribution. Cannot say whether the sequential ordering of dialogue types differed between high- and low-performing groups what this limits: any claim about the ORDER of the dialogue types: IT WAS NOT ABLE TO REVEAL WHETHER THE SEQUENTIAL PATTERN OF ARGUMENTATIVE dialogue differed between high- and low-performing groups - the U-shape is a count, not a sequence Quotation withheld because this record is not cleared for redistribution. Twenty-three students, almost all female, in one class at one university duplicate of: limitations[0] · what this limits: the same scope as limitations[0] - 23 students, almost all female, one class at one university Quotation withheld because this record is not cleared for redistribution. The authors' own confound for the headline result: students picked the topics themselves and had a month before the delayed post-test, so they may simply have gone and read more what this limits: the headline conceptual-change result: THE TOPICS FOR THE THREE ARGUMENTATION ACTIVITIES WERE SELECTED BY MOST OF THE STUDENTS FROM A LIST OF TOPICS, so STUDENTS' TOPIC INTERESTS/PREFERENCES MAY BE ONE FACTOR THAT MAY DRIVE THEM TO SEARCH FOR MORE information Quotation withheld because this record is not cleared for redistribution. Conducted entirely online because of COVID-19, which the authors think may itself have softened the interaction and so shaped the dialogue types observed what this limits: the argumentation behaviour that was measured: THE ONLINE ENVIRONMENT MAY HAVE RELIEVED THE TENSION THAT OFTEN EXISTS IN FACE-TO-FACE INTERPERSONAL INTERACTIONS, PROVIDING A MORE RELAXED ATMOSPHERE FOR STUDENTS TO ARGUE WITH GROUP MEMBERS Quotation withheld because this record is not cleared for redistribution. The U-shaped pattern is a count of dialogue types, not their order, so nothing is known about sequence what this limits: the same scope as limitations[2] - the sequential pattern is not recoverable from these data Quotation withheld because this record is not cleared for redistribution. The gender imbalance interacts directly with the finding, since the cited literature holds that women argue more deliberatively and men more disputatively - the very contrast the result rests on what this limits: the dialogue-type outcome specifically, which is the paper's dependent variable: FEMALES ARE MORE INCLINED TO EXHIBIT DELIBERATIVE BEHAVIORS DURING SOCIAL INTERACTIONS, WHEREAS MALES ARE MORE INCLINED TO EXHIBIT DISPUTATIVE BEHAVIORS DURING SOCIAL INTERACTIONS Quotation withheld because this record is not cleared for redistribution. Group-level comparisons rest on two groups per activity in the first two studies, one high-performing and one low-performing what this limits: every group-level comparison in the first two studies: they rest on two groups per activity, one high-performing and one low-performing Quotation withheld because this record is not cleared for redistribution. The tests are named as paired-sample t tests but compare two independent groups of different people, and the reported degrees of freedom (21) are those of an independent-samples test on 12 and 11 participants what this limits: the inferential statistics, and this is an IDENTIFIED DEFECT rather than an author concession: COMPARISONS WERE CONDUCTED WITH PAIRED SAMPLE T TESTS while the groups compared are independent Quotation withheld because this record is not cleared for redistribution. The reported N for the collaborative condition in the second activity is 11 in one sentence and 12 in another, within the same paragraph what this limits: the reported sample size, also IDENTIFIED rather than declared: N = 12 here against N = 11 elsewhere for the same condition Quotation withheld because this record is not cleared for redistribution. a control group doing the SAME argumentation activity individually, against an experimental group doing it collaboratively eliminates: that the conceptual change follows from doing the argumentation activity at all, rather than from doing it collaboratively · outcome (stated by the tagger, no quotation): absent-stated-about-other · would have ruled out, had it been run: argumentation itself - and the time spent on it - as the explanation of conceptual change, which isolates the collaborative element as the only difference between the two groups Quotation withheld because this record is not cleared for redistribution. symbolic symbolic Quotation withheld because this record is not cleared for redistribution. cognitive cognitive Quotation withheld because this record is not cleared for redistribution. long-lasting conceptual change → U-shaped pattern of argumentative dialogue ASSOCIATION FOUND BY PROTOCOL ANALYSIS, direction not established: two high and one low - deliberative argumentation and co-consensual construction frequently occurred, while disputative argumentation rarely occurred. Quotation withheld because this record is not cleared for redistribution. misconceptions → conceptual change RESISTANCE, NOT PRODUCTION: many misconceptions are ROBUST AND RESISTANT to educational interventions and teaching approaches, which is what makes conceptual change difficult. No edge type can say a relation is an OBSTACLE, so the nearest available move asserted the opposite of what the sentence says. Quotation withheld because this record is not cleared for redistribution. argumentative dialogue - deliberative: issue-driven rather than position-driven, with concessions made to sound arguments and no interpersonal tension Quotation withheld because this record is not cleared for redistribution. argumentative dialogue - disputative: rich in critical reasoning but aimed at winning, treating argument as a win-lose contest Quotation withheld because this record is not cleared for redistribution. argumentative dialogue - consensual co-construction: agreeing and elaborating, which consolidates one side rather than juxtaposing alternatives Quotation withheld because this record is not cleared for redistribution. the effect at immediate post-test - absent: no significant difference between conditions right after the activity Quotation withheld because this record is not cleared for redistribution. the effect at delayed post-test - present: the difference appears a month later, which is the whole claim Quotation withheld because this record is not cleared for redistribution. conceptual change - as a gain score between two phases, which is what 'substantive conceptual gains' means at group level Quotation withheld because this record is not cleared for redistribution. conceptual change - as Chi's definition: restructuring misconceptions, explicitly NOT adding or gap-filling knowledge Quotation withheld because this record is not cleared for redistribution. claim_type: existence a second reading reaching the same value. Recorded: existence — note: a second reading reaching the same value from a different sentence. Not applied - a person decides. Quotation withheld because this record is not cleared for redistribution. phenomenon: conceptual change through collaborative argumentation a second reading reaching the same value. Recorded: conceptual change through collaborative argumentation — note: a second reading reaching the same value from a different sentence. Not applied - a person decides. Quotation withheld because this record is not cleared for redistribution. builds-on → Asterhan and Schwarz (2016) three-type scheme of argumentative dialogue Quotation withheld because this record is not cleared for redistribution. extends → Asterhan & Resnick (2020); McLure et al. (2020); Sampson & Clark (2009, 2011) Quotation withheld because this record is not cleared for redistribution. extends → Asterhan and Schwarz (2016), the three-type scheme of argumentative dialogue Quotation withheld because this record is not cleared for redistribution. supports → Asterhan and Babichenko (2015), that deliberative dialogue beats disputative for conceptual understanding Quotation withheld because this record is not cleared for redistribution. extends → Chi's definition of conceptual change as restructuring rather than accretion Quotation withheld because this record is not cleared for redistribution. extends → McLure et al. (2020), the multidimensional framework of conceptual change Quotation withheld because this record is not cleared for redistribution. deliberative argumentation —is-a→ argumentative dialogue deliberative argumentation argumentative dialogue strength of the relation: 1 Quotation withheld because this record is not cleared for redistribution. disputative argumentation —is-a→ argumentative dialogue disputative argumentation argumentative dialogue strength of the relation: 1 Quotation withheld because this record is not cleared for redistribution. collaborative argumentation —contrasted-with→ individual argumentation collaborative argumentation individual argumentation strength of the relation: 1 Quotation withheld because this record is not cleared for redistribution. argumentative dialogue —part-of→ collaborative argumentation argumentative dialogue collaborative argumentation strength of the relation: 1 Audit 2026-09-28: DOUBTFUL - read against its full span and kept, but the span speaks of argumentative dialogue occurring IN the processes of collaborative argumentation; part-of is loose. Quotation withheld because this record is not cleared for redistribution. RETRACTED (PLAIN ASSOCIATION, AND THE EDGE POINTS THE WAY THE SPAN DOES NOT) · U-shaped pattern —causes→ conceptual change U-shaped pattern conceptual change RETRACTED: PLAIN ASSOCIATION, AND THE EDGE POINTS THE WAY THE SPAN DOES NOT. Dialogue protocol analysis revealed that Quotation withheld. The subject is conceptual change and the association is symmetric; the edge asserts that the U-shaped pattern CAUSES the change. WHAT THE SPAN DOES SAY: housed below. — strength of the relation: 0.6 — the record marks this weak Audit 2026-09-28: DOUBTFUL - read against its full span and kept, but the span says conceptual change was ASSOCIATED WITH the U-shaped pattern; an association typed as cause. Quotation withheld because this record is not cleared for redistribution. collaborative argumentation —causes→ conceptual change collaborative argumentation conceptual change strength of the relation: 0.8 Quotation withheld because this record is not cleared for redistribution. EVIDENCE CORRECTED (RE-GROUNDED) · macro —distinct-from→ sub-micro macro sub-micro EVIDENCE CORRECTED: RE-GROUNDED. The old span defined 'macro' alone. This sentence names both and asserts the distinctness geometrically - 'a triangle with THREE APICES labeled macro, symbolic…' - three named corners of one figure. Same shape as Ress2013's 'functionally distinct subdivisions': A LIST CAN ASSERT DISTINCTNESS WHEN IT SAYS SO. — strength of the relation: 1 Audit 2026-09-28: DOUBTFUL - read against its full span and kept, but endpoint by anaphora: 'The first term' = the first of 'macro', 'symbolic' and 'sub-micro' (previous sentence); distinct-from is loose. Quotation withheld because this record is not cleared for redistribution. delayed post-test —contrasted-with→ immediate post-test delayed post-test immediate post-test strength of the relation: 1 Audit 2026-09-28: DOUBTFUL - read against its full span and kept, but the span reports gains FROM the immediate TO the delayed post-test; contrasted-with is loose. Quotation withheld because this record is not cleared for redistribution. deliberative argumentation —contrasted-with→ disputative argumentation deliberative argumentation disputative argumentation strength of the relation: 1 · note: RE-GROUNDS another row of this record: the relation was always stated, the endpoint names were not in the span. Quotation withheld because this record is not cleared for redistribution. t-test t-test about this quote: This quote ends with the stray word 'The', the first word of the next sentence. It is not trimmed, because the quote without it occurs more than once in the paper's text and could not be tied to one place. The claim is carried by the sentence before 'The'. Quotation withheld because this record is not cleared for redistribution. chi-squared chi-squared Quotation withheld because this record is not cleared for redistribution. p-value p-value Quotation withheld because this record is not cleared for redistribution. Cronbach's alpha Cronbach's alpha Quotation withheld because this record is not cleared for redistribution. Cohen's kappa (inter-rater reliability) Cohen's kappa (inter-rater reliability) Quotation withheld because this record is not cleared for redistribution. Kolmogorov-Smirnov test of normality Kolmogorov-Smirnov test of normality Quotation withheld because this record is not cleared for redistribution. skewness and kurtosis skewness and kurtosis Quotation withheld because this record is not cleared for redistribution. mean mean Quotation withheld because this record is not cleared for redistribution. standard deviation standard deviation Quotation withheld because this record is not cleared for redistribution. t-test t-test about this quote: This quote ends with the stray word 'The', the first word of the next sentence. It is not trimmed, because the quote without it occurs more than once in the paper's text and could not be tied to one place. The claim is carried by the sentence before 'The'. Quotation withheld because this record is not cleared for redistribution. chi-square test chi-square test Quotation withheld because this record is not cleared for redistribution. p-value p-value Quotation withheld because this record is not cleared for redistribution. standard deviation standard deviation Quotation withheld because this record is not cleared for redistribution. Collaborative argumentation beat individual argumentation on conceptual understanding only at the one-month delayed post-test (75.92 vs 51.91), with no difference at pre-test or immediate post-test. Quotation withheld because this record is not cleared for redistribution. Conceptual gains kept accruing after the activity ended: collaborative students gained 24.67 points between immediate and delayed post-test while individual students gained 1.09. Quotation withheld because this record is not cleared for redistribution. The high-performing group showed a U-shaped dialogue profile: more deliberative and more co-consensual argumentation than disputative argumentation. Quotation withheld because this record is not cleared for redistribution. In the third activity, high- and low-performing groups differed in argumentative dialogue. Quotation withheld because this record is not cleared for redistribution. Interview coding showed collaborative argumentation opened up change in four aspects of learning - cognitive, ontological, epistemological and intentional. Quotation withheld because this record is not cleared for redistribution. Collaborative argumentation gave students more openings for cognitive change than individual argumentation did. Quotation withheld because this record is not cleared for redistribution. collaborative argumentation beat individual argumentation in the delayed phase of both activities Quotation withheld because this record is not cleared for redistribution. high-performing groups 2 and 3 also showed the U-shaped dialogue pattern Quotation withheld because this record is not cleared for redistribution. a fourth theme, epistemological, had to be added because some interview responses fitted none of the framework's three Quotation withheld because this record is not cleared for redistribution. the U-shaped finding was unexpected and a third activity was run specifically to check it Quotation withheld because this record is not cleared for redistribution. students in the individual condition reported finding no new usable information and staying with what they already knew - a category with no counterpart in the collaborative condition Quotation withheld because this record is not cleared for redistribution. conceptual change conceptual change Quotation withheld because this record is not cleared for redistribution. collaborative argumentation collaborative argumentation Quotation withheld because this record is not cleared for redistribution. individual argumentation individual argumentation Quotation withheld because this record is not cleared for redistribution. U-shaped pattern of argumentative dialogue U-shaped pattern of argumentative dialogue Quotation withheld because this record is not cleared for redistribution. deliberative argumentation deliberative argumentation Quotation withheld because this record is not cleared for redistribution. disputative argumentation disputative argumentation Quotation withheld because this record is not cleared for redistribution. consensual co-construction consensual co-construction Quotation withheld because this record is not cleared for redistribution. substantive conceptual gains substantive conceptual gains Quotation withheld because this record is not cleared for redistribution. stimulated recall interview stimulated recall interview Quotation withheld because this record is not cleared for redistribution. collaborative argumentation collaborative argumentation Quotation withheld because this record is not cleared for redistribution. consensual co-construction consensual co-construction Quotation withheld because this record is not cleared for redistribution. U-shaped pattern U-shaped pattern Quotation withheld because this record is not cleared for redistribution. conceptual understanding conceptual understanding Quotation withheld because this record is not cleared for redistribution. argumentation skills argumentation skills Quotation withheld because this record is not cleared for redistribution. conceptual understanding score conceptual understanding score Quotation withheld because this record is not cleared for redistribution. type of argumentative dialogue type of argumentative dialogue Quotation withheld because this record is not cleared for redistribution. n = 23 — postgraduate science-education students who took part, mean age 24.83 Quotation withheld because this record is not cleared for redistribution. M = 75.92 ... M = 51.91 — delayed post-test conceptual understanding scores, collaborative vs. individual condition, activity 1 Quotation withheld because this record is not cleared for redistribution. M = 24.67 ... M = 1.09 — gain from immediate to delayed post-test, collaborative vs. individual condition, activity 1 Quotation withheld because this record is not cleared for redistribution. χ 2 [1, 2] = 14.962, p = .001 — dialogue-profile difference between high- and low-performing groups in the confirmatory third activity Quotation withheld because this record is not cleared for redistribution. .82 to .85 — inter-rater agreement (Cohen's k) for coding the three argumentative-dialogue types Quotation withheld because this record is not cleared for redistribution. 95.65% — share of the sample that was female, flagged by the authors as a limit on generality Quotation withheld because this record is not cleared for redistribution. Twenty-three — the whole sample, one class of second-year postgraduates at one university Quotation withheld because this record is not cleared for redistribution. 95.65% — share of the sample who were female, which interacts directly with the dialogue-type finding Quotation withheld because this record is not cleared for redistribution. 1 month later — the delay at which the effect appears and the window in which students could have read more on their own Quotation withheld because this record is not cleared for redistribution. M = 75.92, SD = 10.65, N = 12 versus M = 51.91, SD = 22.81, N = 11 — delayed post-test conceptual understanding, collaborative versus individual, first activity Quotation withheld because this record is not cleared for redistribution. 14 weeks, 32 study hours — the course the study was embedded in Quotation withheld because this record is not cleared for redistribution.

The full text of this article is not redistributable, so it is not included here. The evidence sentences are withheld with it; the tag layer and its grounding status remain. The article itself is at https://doi.org/10.1007/s11191-021-00288-x.