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The effectiveness of refutation texts to correct misconceptions among educators.
Journal of Experimental Psychology: Applied ( IF 2.813 ) Pub Date : 2020-01-23 , DOI: 10.1037/xap0000258
Marta Ferrero 1 , Tom E Hardwicke 2 , Emmanouil Konstantinidis 3 , Miguel A Vadillo 4
Affiliation  

Teachers around the world hold a considerable number of misconceptions about education. Consequently, schools can become epicenters for dubious practices that might jeopardize the quality of teaching and negatively influence students' wellbeing. The main objective of this study was to assess the efficacy of refutation texts in the correction of erroneous ideas among in-service teachers. The results of Experiment 1 indicate that refutation texts can be an effective means to correct false ideas among educators, even for strongly endorsed misconceptions. However, the results of Experiment 2 suggest that these effects may be short-lived. Furthermore, attempts to correct misconceptions seemed to have no beneficial effect on teachers' intention to implement educational practices that are based on those erroneous beliefs. The implications of these results for the training of preservice and in-service teachers are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译:

反驳文本纠正教育者误解的有效性。

世界各地的教师对教育存在相当多的误解。因此,学校可能成为可能危及教学质量并对学生福祉产生负面影响的可疑做法的中心。本研究的主要目的是评估反驳文本在纠正在职教师错误观念方面的效果。实验 1 的结果表明,反驳文本可以成为纠正教育者错误观念的有效手段,即使对于强烈认可的误解也是如此。然而,实验 2 的结果表明这些影响可能是短暂的。此外,纠正错误观念的尝试似乎对教师实施基于这些错误信念的教育实践的意图没有任何有益影响。讨论了这些结果对职前和在职教师培训的影响。(PsycInfo 数据库记录 (c) 2020 APA,保留所有权利)。
更新日期:2020-01-23
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