Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters

Hefter MH, Fromme B, Berthold K (2022)
Applied Cognitive Psychology 36(3): 648-658.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Abstract / Bemerkung
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.
Erscheinungsjahr
2022
Zeitschriftentitel
Applied Cognitive Psychology
Band
36
Ausgabe
3
Seite(n)
648-658
ISSN
0888-4080
eISSN
1099-0720
Page URI
https://pub.uni-bielefeld.de/record/2962645

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Hefter MH, Fromme B, Berthold K. Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters. Applied Cognitive Psychology. 2022;36(3):648-658.
Hefter, M. H., Fromme, B., & Berthold, K. (2022). Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters. Applied Cognitive Psychology, 36(3), 648-658. https://doi.org/10.1002/acp.3951
Hefter, M. H., Fromme, B., and Berthold, K. (2022). Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters. Applied Cognitive Psychology 36, 648-658.
Hefter, M.H., Fromme, B., & Berthold, K., 2022. Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters. Applied Cognitive Psychology, 36(3), p 648-658.
M.H. Hefter, B. Fromme, and K. Berthold, “Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters”, Applied Cognitive Psychology, vol. 36, 2022, pp. 648-658.
Hefter, M.H., Fromme, B., Berthold, K.: Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters. Applied Cognitive Psychology. 36, 648-658 (2022).
Hefter, Markus H., Fromme, Bärbel, and Berthold, Kirsten. “Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters”. Applied Cognitive Psychology 36.3 (2022): 648-658.

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