Abstract
In this study, we examined how to inhibit rebounding to responses based on misconceptions. Uematsu (2008) conducted research targeting university students to promote the correction of misconceptions related to photosynthesis through the presentation of textual materials. He showed that the presenting information partly acknowledging the validity of the learners’ past experiences was effective in suppressing rebounding. In the current study, we examined the effectiveness of inserting “most of”, a short linguistic expression that acknowledges the validity of learners’ past experiences in a limited way, in the learning materials. Junior college and university students were divided into two groups, namely, a group that was given “most part” in the learning literature (experimental group), and a group that was not given “most part” (control group). The comparison suggested that the experimental group tended to reduce the number of misconception responses toward zero in terms of rebound. However, overall, there was no significant difference between the two groups, and it cannot be concluded that the insertion of the linguistic expression “most part” was effective in inhibiting rebound.
https://ror.org/03472k602 
