Abstract
Learning can be difficult for students due to incorrect prior knowledge, or misconceptions, interfering with the acquisition of new knowledge. Conceptual change refers to the process of replacing such misconceptions with new and accurate knowledge. The factors associated with conceptual change are currently under debate. The present study attempts to replicate previous investigations of how text style and epistemic beliefs impact conceptual change, and extends this work by investigating how those factors differentially facilitate conceptual change within participants. 157 college students completed a two-part, within participants study in which they completed pretests, read passages addressing a misconception, completed posttests, and were assessed on their epistemic beliefs. Text style (expository vs. refutation) and two dimensions of epistemic beliefs (texture and variability) did not directly impact pre-to-posttest changes in performance. However, interactions between text type, texture, and variability were related to changes in performance.