Conceptual Change Refutation Text: A Module Anchored on Senior High School Learners’ Alternative Conceptions in Energy Transformation

Refutation texts hold potential as a powerful tool for combatting misinformation. By directly addressing alternative conceptions and providing scientifically sound explanation, they create a cognitive dissonance that encourages critical thinking and knowledge acquisition. This developmental research aimed to develop a refutation text instructional module in General Biology anchored on learners’ common alternative conceptions following the ADDIE model. Data were gathered from teachers, learners, and experts. The data gathering instruments were Photosynthesis and Cell respiration Two-tier Test, Educational Soundness General Evaluation Checklist, Focused Group Discussion (FGD) Protocol, and Evaluation Form for Printed Instructional Material. Findings revealed eighteen (18) alternative conceptions and were the bases for refutation texts integrated into the developed instructional module. The overall validation rating of the experts on the developed instructional module was Very Satisfactory. The learners’ feedback was summarized by the following themes: well executed lesson; disturbed by unfamiliar science terms; suitable experiments and activities; and integration of refutation text. While the teacher-observers believed that the demonstration classes were engaging and interactive, having suitable content and activities, learning objectives were aligned and achieved, and integrating refutation text in lesson planning. The overall evaluation rating of the teachers was Very Acceptable. Experts and teachers recommended the developed instructional module as a valuable tool to address common alternative conceptions about photosynthesis and cellular respiration in the classroom.