Situational Interest Helps Correct Misconceptions: An Investigation of Conceptual Change in University Students

Autor/inn/en	Thomas, Christopher L.; Kirby, Lauren A. J.
Titel	Situational Interest Helps Correct Misconceptions: An Investigation of Conceptual Change in University Students
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 48 (2020) 3, S.223-241 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-020-09509-2
Schlagwörter	Misconceptions; Teaching Methods; Concept Formation; Acquired Immunodeficiency Syndrome (AIDS); Knowledge Level; Predictor Variables; Interests; Conflict; College Students; Comprehension + Suchen Sie Ihr Suchwort? Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Wissensbasis; Prädiktor; Bildungsinteresse; Konflikt; Collegestudent; Verstehen; Verständnis
Abstract	Many learners possess misconceptions regarding instructional content; toward this aim, educational practitioners employ teaching practices that support learners' efforts to restructure their existing knowledge structures--a process known as conceptual change. The Cognitive Reconstruction of Knowledge Model emphasizes the importance of conceptual dissatisfaction, topic interest, and learners' need for cognition in the process of conceptual change. However, most conceptual change studies have failed to differentiate the contribution of dispositional and situational interest to the revision of conceptual understanding. The current study was designed to test key predictions of the Cognitive Reconstruction of Knowledge Model while also exploring the influence of dispositional and situational interest on the conceptual change process. Participants (N = 360) recruited from two universities in the United States completed measures assessing pre- and post-test knowledge, individual and situational interest, need for cognition, dissatisfaction, and cognitive engagement. Further, participants read a refutational text designed to address commonly endorsed misconceptions regarding HIV/AIDS. Results of a path analysis indicated situational interest exerted a significant indirect effect on conceptual change scores through cognitive engagement. Contrary to the predictions of the Cognitive Reconstruction of Knowledge Model, our findings indicated that the need for cognition, individual interest, and cognitive conflict were not significant predictors of conceptual change. We believe the findings of our investigation highlight the importance of fostering situational interest when attempting to promote knowledge reconstruction among learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01