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Poster Short Abstract

This study examines the impact of three types of science texts on science understanding in a group of eighty prospective teachers. The results of the study indicate that refutation texts have a greater impact on reducing misconceptions about science, compared to expository and textbook-based texts.

Poster Abstract

The way information is organized and presented in a science text strongly influences how students understand it. Distinct types of science texts—refutational, expository, and textbook-based—produce distinct levels of comprehension. This study examines the impact of three text types on students’ understanding of science. Covering three key topics—photosynthesis, the solar system, and optics—a group of eighty prospective preschool and primary school teachers participated in the research.

Results indicate that refutational texts were more effective in reducing misconceptions than expository or textbook-based texts, with the largest effect observed for photosynthesis, followed by the solar system and light. Although textbook-based texts are widely used, they may not optimally support conceptual understanding, whereas refutational texts actively encourage learners to confront and revise misconceptions.

This approach can be further strengthened through citizen science principles, which involve students and community members in authentic scientific practices. Our proposed model of good practice engages community participants in identifying common misconceptions in scientific topics. Using these contributions, students, teachers, and community members collaboratively design updated refutational texts that directly address misconceptions. These texts can then be reinforced through small-scale citizen science projects, including experiments, observations, or data collection.

By combining refutational texts, participatory citizen science, and community engagement, teacher education programs can foster active, inquiry-oriented learning. This model empowers future teachers to design lessons that challenge misconceptions, cultivate critical thinking, and connect classroom learning to authentic, evidence-based scientific practices, bridging conceptual understanding with real-world experience.