Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two within-subject experimental design, student teachers (n = 119) answered misconception questionnaires, made metacognitive judgments, and participated in awareness activities at the start (T1) and the end (T2) of the semester (within-subject factor: time). Half of the misconception items focused on educational psychology course content, while the other half focused on related topics that were not covered in the course (non-course content). Awareness activities (AA) consisted of providing feedback regarding all misconception items. During the lectures, we provided additional scientifically correct refutational explanations (RE) regarding course content. Thus, we compared the combined AA+RE treatment for course content with the AA treatment for non-course content (within-subject factor: treatment). Our findings confirm that student teachers harbor numerous high-confidence educational psychological misconceptions. Furthermore, awareness activities plus refutational explanations resulted in significant increases in metacognitive awareness and in performance. Additionally, initial metacognitive overconfidence was related to persistent misconceptions, indicating that overconfidence may hinder correction of course content misconceptions.

增强对误解的元认知意识，应加强对科学上正确的解释的深入处理，从而减少误解。为了探索这些潜在的有益影响，我们在澳大利亚的教师教育计划的常规教育心理学课程中进行了实地研究。在一个2到2的主题内实验设计中，学生教师（n  = 119）回答了误解问卷，做出了元认知判断，并在学期开始时（T1）和结束时（T2）参加了意识活动（在-subject factor：time）。误解的一半集中在教育心理学课程的内容上，另一半集中在课程未涵盖的相关主题上（非课程的内容）。意识活动（AA）包括提供有关所有误解项目的反馈。在讲座中，我们提供了与课程内容有关的其他科学正确的驳斥性解释（RE）。因此，我们比较了课程内容的AA + RE组合治疗和非课程内容的AA处理（受试者内因素：治疗））。我们的发现证实，学生教师怀有许多高置信度的教育心理误解。此外，意识活动加上反驳性解释大大提高了元认知意识和绩效。此外，最初的元认知过度自信与持续的误解有关，这表明过度自信可能会阻碍对课程内容误解的纠正。