Zahra Cheraghi Khah; parvin kadivar; Hamidreza Hassanabadi; mehdi arabzadeh
Abstract
The objective of the study was to investigate the effectiveness off expository, refutational and augmented texts on conceptual change and epistemic emotions on elementary student boys. The research method was experimental. A sample of 78 students was selected between all 6th grade elementary student ...
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The objective of the study was to investigate the effectiveness off expository, refutational and augmented texts on conceptual change and epistemic emotions on elementary student boys. The research method was experimental. A sample of 78 students was selected between all 6th grade elementary student boys in Tehran during 1399-1400 school year, through at hand sampling method. They were randomly assigned into three groups, 25 students in expository group, 26 students in refutation group, and 27 students in augmented group. The research design was pretest- posttest, and instruments were Epistemic Emotions Scale (pekrun et al.,2016) and researcher made texts. The data were analyzed by using multiple analysis of covariance. The results showed texts have significant effects on both conceptual change and epistemic emotions. Secernment results showed significant differences of epistemic emotions between refutation group and expository group and also between augmented group and expository group. Moreover, differences of conceptual change between both refutation group and augmented group and between expository group and augmented group were significant.
