Gale M Sinatra
Datos Biográficos
| ID | 1662351 |
|---|---|
| NOMBRE | Gale M Sinatra |
| NOMBRES | Gale M |
| APELLIDO | Sinatra |
| FIRMA | SINATRA G M |
| AFILIACIONES | University of Southern California |
| ORCID | 0000-0002-6545-587X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAS | 187 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1990 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Teaching climate change
Climate change is threatening the environment and communities globally, yet in the United States, it is not consistently taught in formal education. Understanding teachers’ personal perspectives about climate change and whether they feel capable of teaching the topic is critical to supporting their efforts to integrate it into their curriculum. This United States-based study looks at K-12 educators’ knowledge, personal values, concern about clima…
TV news stories can increase concerns about severe weather and climate change, as well as support for adaptation policies
Supporting climate change understanding with novel data, estimation instruction, and epistemic prompts
Here’s Hoping It’s not Just Text Structure
Refutation texts are designed to facilitate the revision of inaccurate knowledge; however, studies have documented backfire effects wherein respondents become less accurate when exposed to a factual correction compared to another. Here, we explored whether epistemic emotions mediated knowledge revision or backfire processes when reading experimental refutation texts that varied by supporting information. We asked 294 online readers to report thei…
Growth mindset development in design-based makerspace
Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 …
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments
When individuals have questions about scientific issues, they often search the Internet. Evaluating sources of information and claims they find has become more difficult in the post-truth era. Students are often taught source evaluation techniques, but the proliferation of “fake news” has resulted in a misinformation arms race. As searchers get more sophisticated identifying misleading information, so do purveyors of information who intend to mis…
Using persuasive refutation texts to prompt attitudinal and conceptual change
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMF…
Research is Tentative, but That’s Okay
Prior research from the field of science communication shows that, upon reading journalistic articles about novel scientific findings, readers who recognize the tentative nature of the findings rate the journalistic article that reports these findings as less credible. Apparently, readers’ appraisal is influenced by misconceptions about the relationship of text credibility and the tentativeness of research findings. In four experimental studies (…
Teacher learning from supplementary curricular materials
Refutation Texts
Individuals often have misconceptions about education policy issues. Prior research has shown that refutation texts can address misconceptions in other areas (e.g., climate change, GMOs); this study is the first to explore whether participants’ views on controversial education policies—the Common Core State Standards and charter schools—are similarly malleable through refutation text interventions. Results of two experiments show that refutation …
Developing a STEM Identity Among Young Women
We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they a…
Measuring emotions during epistemic activities
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 universit…
Identity and Epistemic Emotions During Knowledge Revision
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
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. Par…
The curious case of climate change
The Challenges of Defining and Measuring Student Engagement in Science
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to en…
Addressing Challenges to Public Understanding of Science
Science is of critical importance to daily life in a knowledge society and has a significant influence on many everyday decisions. As scientific problems increase in their number and complexity, so do the challenges facing the public in understanding these issues. Our objective is to focus on 3 of those challenges: the challenge of reasoning about knowledge and the processes of knowing, the challenge of overcoming biases in that reasoning, and th…
Source Effects and Plausibility Judgments When Reading About Climate Change
Gaps between what scientists and laypeople find plausible may act as a barrier to learning complex and/or controversial socioscientific concepts. For example, individuals may consider scientific explanations that human activities are causing current climate change as implausible. This plausibility judgment may be due—in part—to individuals' perceptions about the information source and the certainty associated with the message claim. In this study…
Bridging Reading Comprehension and Conceptual Change in Science Education
The 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 inter…
The Development of Children's Orthographic Knowledge
Theoretical perspectives on spelling characterize development as a progression through qualitatively different phases or as a process of more or less continuous growth. This study investigated the potential utility of a different perspective, the overlapping‐wave model, for characterizing spelling development (Rittle‐Johnson & Siegler, 1999). In addition, the study examined the relationship between students' developing use of spelling strategies …
Reconceptalizing change in the cognitive construction of knowledge
(1998). Reconceptalizing change in the cognitive construction of knowledge. Educational Psychologist: Vol. 33, No. 2-3, pp. 109-128.
Reply to Pressley
The Contribution of Prior Knowledge and Coherent Text to Comprehension
Afin d'examiner la relation entre la coherence interne du texte et la comprehension ecrite, les AA. ont fourni a 48 eleves du primaire le prerequis adequat avant d'en evaluer les effets sur la comprehension des versions d'un texte plus ou moins coherentes
A Longitudinal Characterization of Young Students' Knowledge of Their Country's Government
This study investigated young students' conceptions of their country's government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students' conceptions of their country's government as f…
A Longitudinal Characterization of Young Students’ Knowledge of Their Country’s Government
This study investigated young students’ conceptions of their country’s government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students’ conceptions of their country’s government as f…
The Challenges of Defining and Measuring Student Engagement in Science
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to en…
Bridging Reading Comprehension and Conceptual Change in Science Education
The 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 inter…
The Contribution of Prior Knowledge and Coherent Text to Comprehension
Afin d'examiner la relation entre la coherence interne du texte et la comprehension ecrite, les AA. ont fourni a 48 eleves du primaire le prerequis adequat avant d'en evaluer les effets sur la comprehension des versions d'un texte plus ou moins coherentes
Identity and Epistemic Emotions During Knowledge Revision
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
Revising Social Studies Text from a Text-Processing Perspective
Isabel L. Beck, Margaret G. McKeown, Gale M. Sinatra, Jane A. Loxterman, Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 251-276
Refutation Texts
Individuals often have misconceptions about education policy issues. Prior research has shown that refutation texts can address misconceptions in other areas (e.g., climate change, GMOs); this study is the first to explore whether participants’ views on controversial education policies—the Common Core State Standards and charter schools—are similarly malleable through refutation text interventions. Results of two experiments show that refutation …
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. Par…
Source Effects and Plausibility Judgments When Reading About Climate Change
Gaps between what scientists and laypeople find plausible may act as a barrier to learning complex and/or controversial socioscientific concepts. For example, individuals may consider scientific explanations that human activities are causing current climate change as implausible. This plausibility judgment may be due—in part—to individuals' perceptions about the information source and the certainty associated with the message claim. In this study…
The Development of Children's Orthographic Knowledge
Theoretical perspectives on spelling characterize development as a progression through qualitatively different phases or as a process of more or less continuous growth. This study investigated the potential utility of a different perspective, the overlapping‐wave model, for characterizing spelling development (Rittle‐Johnson & Siegler, 1999). In addition, the study examined the relationship between students' developing use of spelling strategies …
Here’s Hoping It’s not Just Text Structure
Refutation texts are designed to facilitate the revision of inaccurate knowledge; however, studies have documented backfire effects wherein respondents become less accurate when exposed to a factual correction compared to another. Here, we explored whether epistemic emotions mediated knowledge revision or backfire processes when reading experimental refutation texts that varied by supporting information. We asked 294 online readers to report thei…
Research is Tentative, but That’s Okay
Prior research from the field of science communication shows that, upon reading journalistic articles about novel scientific findings, readers who recognize the tentative nature of the findings rate the journalistic article that reports these findings as less credible. Apparently, readers’ appraisal is influenced by misconceptions about the relationship of text credibility and the tentativeness of research findings. In four experimental studies (…
Convergence of Listening and Reading Processing
A Longitudinal Characterization of Young Students’ Knowledge of Their Country’s Government
This study investigated young students’ conceptions of their country’s government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students’ conceptions of their country’s government as f…
The Prediction of College Course Performance From Reading Comprehension Performance
Recent theories of comprehension and learning have grown so similar that it is difficult to tell one from another. An implication of this similarity is that it should be possible to devise one type of comprehension test that can predict learning performance in general and another type of comprehension test that can predict specific types of learning. Two experiments are reported that confirm these implications. In Experiment 1, comprehension test…
Convergence of Listening and Reading Processing
The Prediction of College Course Performance From Reading Comprehension Performance
Recent theories of comprehension and learning have grown so similar that it is difficult to tell one from another. An implication of this similarity is that it should be possible to devise one type of comprehension test that can predict learning performance in general and another type of comprehension test that can predict specific types of learning. Two experiments are reported that confirm these implications. In Experiment 1, comprehension test…
Revising Social Studies Text from a Text-Processing Perspective
Isabel L. Beck, Margaret G. McKeown, Gale M. Sinatra, Jane A. Loxterman, Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 251-276
Reply to Pressley
The Contribution of Prior Knowledge and Coherent Text to Comprehension
Afin d'examiner la relation entre la coherence interne du texte et la comprehension ecrite, les AA. ont fourni a 48 eleves du primaire le prerequis adequat avant d'en evaluer les effets sur la comprehension des versions d'un texte plus ou moins coherentes
A Longitudinal Characterization of Young Students' Knowledge of Their Country's Government
This study investigated young students' conceptions of their country's government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students' conceptions of their country's government as f…
A Longitudinal Characterization of Young Students’ Knowledge of Their Country’s Government
This study investigated young students’ conceptions of their country’s government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students’ conceptions of their country’s government as f…
Reconceptalizing change in the cognitive construction of knowledge
(1998). Reconceptalizing change in the cognitive construction of knowledge. Educational Psychologist: Vol. 33, No. 2-3, pp. 109-128.
The Development of Children's Orthographic Knowledge
Theoretical perspectives on spelling characterize development as a progression through qualitatively different phases or as a process of more or less continuous growth. This study investigated the potential utility of a different perspective, the overlapping‐wave model, for characterizing spelling development (Rittle‐Johnson & Siegler, 1999). In addition, the study examined the relationship between students' developing use of spelling strategies …
Bridging Reading Comprehension and Conceptual Change in Science Education
The 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 inter…
Addressing Challenges to Public Understanding of Science
Science is of critical importance to daily life in a knowledge society and has a significant influence on many everyday decisions. As scientific problems increase in their number and complexity, so do the challenges facing the public in understanding these issues. Our objective is to focus on 3 of those challenges: the challenge of reasoning about knowledge and the processes of knowing, the challenge of overcoming biases in that reasoning, and th…
Source Effects and Plausibility Judgments When Reading About Climate Change
Gaps between what scientists and laypeople find plausible may act as a barrier to learning complex and/or controversial socioscientific concepts. For example, individuals may consider scientific explanations that human activities are causing current climate change as implausible. This plausibility judgment may be due—in part—to individuals' perceptions about the information source and the certainty associated with the message claim. In this study…
The curious case of climate change
The Challenges of Defining and Measuring Student Engagement in Science
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to en…
Identity and Epistemic Emotions During Knowledge Revision
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experiment…
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. Par…
Measuring emotions during epistemic activities
Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 universit…
Developing a STEM Identity Among Young Women
We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they a…
Teacher learning from supplementary curricular materials
Refutation Texts
Individuals often have misconceptions about education policy issues. Prior research has shown that refutation texts can address misconceptions in other areas (e.g., climate change, GMOs); this study is the first to explore whether participants’ views on controversial education policies—the Common Core State Standards and charter schools—are similarly malleable through refutation text interventions. Results of two experiments show that refutation …
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments
When individuals have questions about scientific issues, they often search the Internet. Evaluating sources of information and claims they find has become more difficult in the post-truth era. Students are often taught source evaluation techniques, but the proliferation of “fake news” has resulted in a misinformation arms race. As searchers get more sophisticated identifying misleading information, so do purveyors of information who intend to mis…
Using persuasive refutation texts to prompt attitudinal and conceptual change
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were then randomly assigned to receive additional information about advantages of GMFs, disadvantages of GMF…
Research is Tentative, but That’s Okay
Prior research from the field of science communication shows that, upon reading journalistic articles about novel scientific findings, readers who recognize the tentative nature of the findings rate the journalistic article that reports these findings as less credible. Apparently, readers’ appraisal is influenced by misconceptions about the relationship of text credibility and the tentativeness of research findings. In four experimental studies (…
Growth mindset development in design-based makerspace
Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 …
Supporting climate change understanding with novel data, estimation instruction, and epistemic prompts
Psychology (23 obras) · Educational Strategies and Epistemologies (15 obras) · Mathematics education (12 obras) · Cognitive psychology (11 obras) · Linguistics (10 obras) · Education and Critical Thinking Development (9 obras) · Epistemology (9 obras) · Computer Science (8 obras) · Social Psychology (8 obras) · Misinformation and Its Impacts (7 obras)