Literaturnachweis - Detailanzeige
| Autor/inn/en | van Loon, Mariëtte H.; Dunlosky, John; van Gog, Tamara; van Merriënboer, Jeroen J. G.; de Bruin, Anique B. H. |
|---|---|
| Titel | Refutations in science texts lead to hypercorrection of misconceptions held with high confidence. Gefälligkeitsübersetzung: Widerlegungen in wissenschaftlichen Texten führen zur Überkorrektur von falschen Vorstellungen, die mit starker Zuversicht aufrecht erhalten werden. |
| Quelle | In: Contemporary educational psychology, (2015) 42, S. 39-48Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 0361-476X; 1090-2384 |
| DOI | 10.1016/j.cedpsych.2015.04.003 |
| Schlagwörter | Aufmerksamkeit; Lernen; Lesen; Leseverstehen; Überzeugung; Wissenschaft |
| Abstract | Investigated whether refutations in science texts lead students to hypercorrect their confidently held misconceptions about science. 114 8th-graders (mean age 13 years) took a prereading test that had common misconceptions about science embedded into it. Students answered prereading test questions, and rated their confidence about the accuracy of their responses. Students were then presented 16 texts in two different formats: standard texts that presented factual information, or refutation texts that explicitly addressed misconceptions and refuted them before presenting factual information. A posttest was comprised of true/false and open-ended test questions. Data analyses revealed that refutation texts caused hypercorrection of high-confidence misconceptions only. The results suggest that when learners discover that a confidently held misconception is incorrect; they pay greater attention to refutation information. Interestingly, correction of high-confidence misconceptions was more pronounced for true/false test items compared to open-ended items. In conclusion, implications for classroom practice are discussed. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2026/3 |
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