The impact of causal explanations and reader emotions on the effectiveness of rebuttal texts for communication and education

Abstract

Rebuttal texts have been extensively studied. The scientific literature indicates that they are effective for science communication, and that they have the potential to improve critical understanding of science. However, their effectiveness in relation to different formats, contexts and audiences has not yet been studied. The present paper aims to present a review of different research that suggests: 1) that positive and negative emotions, depending on people's initial beliefs, can influence the effectiveness of rebuttal texts, increasing or decreasing the willingness to accept scientific information that refutes their beliefs, 2) that including causal explanations in rebuttal texts in a clear and explicit way can improve the reader's comprehension. It should also be noted that refutation texts can help students develop critical thinking skills and correct misconceptions about science. In sum, the importance of rebuttal texts as an effective tool for science communication and for improving students' critical understanding is highlighted. The importance of considering emotions and causal explanations in the effectiveness of rebuttal texts, and the need for further research on the topic to better understand their role in education is highlighted.