Abstract
This study is based on Fushimi and Tatsuki's (2009) study and investigates the effects of different focus instances on logical transformative operations, learner beliefs and post-test scores. A total of 206 university students participated in the experiment's five sessions: a pre-test, reading text, logical operation test, learner belief test and post-test. The objectives of the reading text were for students to understand the rule that seed plants open flowers and produce seeds in their ovaries. Two versions of the reading text were prepared with different instances: one conflicting with learner misconceptions (sweet potato) and one not conflicting (morning glory). The study resulted in two major findings: (1) Differences in instances did not affect logical transformative operations and learner beliefs. (2) The conflicting instance positively affected the post-test score even though learners did not change their incorrect beliefs. These results were similar to Fushimi and Tatsuki's (2009) results.
