Tackling scientific misconceptions. The element of surprise.

Autor/inn/en	Theobald, Maria; Brod, Garvin
Titel	Tackling scientific misconceptions. The element of surprise.
Quelle	In: Child development, 92 (2021) 5, S. 2128-2141Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1467-8624
DOI	10.1111/cdev.13582
Schlagwörter	Kognition; Kognitive Lerntheorie; Überraschung; Stichprobe; Kind; Lernforschung; Lernprozess; Lernverhalten; Pupillenreflex; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Überzeugung; Grundschulalter; Einflussfaktor; Missverständnis; Revision; Widerspruch
Abstract	Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with outcomes that conflicted with their misconception. Compared to a control condition, generating predictions boosted children's surprise and led to a greater revision of misconceptions (d = 0.56). Surprise further predicted successful belief revision during the learning phase. These results suggest that surprise increases the salience of a cognitive conflict, thereby facilitating the revision of misconceptions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1