Abstract
Tatsuki, T. and Fushimi, Y. (2008) reported that insufficient logical transformative operation of learners is one factor interfering with concept learning. The purpose of the present study was to investigate the effect of different focus instances on logical transformative operation, learner belief and post-test scores. The experiment consisted of five sessions: a pre-test, reading test, logical operation test, learner belief test and post-test. Two versions of the reading text were prepared with differing instances: one conflicting with learner misconceptions and one not conflicting. The study resulted in two major findings: (1) Difference in instances did not effect logical transformative operation and learner belief. (2) The conflicting instance positively effected the post-test score even though learners did not change their incorrect beliefs, but the non-conflicting instance did not have such an effect.
