These refutational texts created a form of cognitive dissonance in students’ thinking and thus students could be taught to explain why the misconception was incorrect: “Augmented activation activities facilitated cognitive conflict by directing the reader's attention to contradictory information in the text or by providing illustrative demonstrations that caused incongruity with extant beliefs” (Guzzetti et al., 1993, p. 134).
Augmented activation choose between two parts of a parargraph
