Digital Training Intervention on Strategies for Tackling Physical Misconceptions--Self-Explanation Matters

Autor/inn/en	Hefter, Markus H.; Fromme, Bärbel; Berthold, Kirsten
Titel	Digital Training Intervention on Strategies for Tackling Physical Misconceptions--Self-Explanation Matters
Quelle	In: Applied Cognitive Psychology, 36 (2022) 3, S.648-658 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hefter, Markus H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3951
Schlagwörter	Physics; Scientific Concepts; Misconceptions; Cognitive Processes; Models; Schemata (Cognition); Intervention; Technology Uses in Education + Suchen Sie Ihr Suchwort? Physik; Missverständnis; Cognitive process; Kognitiver Prozess; Analogiemodell; Cognition; Schema; Kognition; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Future teachers face the challenge of whether and how to address their students' misconceptions--naïve concepts that often conflict with the correct scientific concepts taught at school. We developed a short-term digital training intervention on instructional knowledge about strategies for addressing students' misconceptions in physics. It comprised cognitive modelling of three instructional strategies (i.e. ignoring, refuting, and integrating) and self-explanation prompts. In a web experiment with 58 teacher students, we found that our digital intervention fostered learning processes (self-explanation quality) and learning outcomes (knowledge about three instructional strategies). It can thus help teacher students to acquire initial knowledge about how to tackle their future students' misconceptions. Self-explanation quality mediated the intervention's effect on instructional knowledge both immediately and 3 weeks later. These mediation effects emphasise the impact of self-explanations while learning from complex cognitive models. Finally, the intervention's positive side effect of reducing participants' own misconceptions is an additional practical advantage. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01