The aim of this experiment was to examine the effect of different instructional strategies on student teachers’ confirmation bias. Confirmation bias refers to the selectivity in finding and using evidence that fits one’s own beliefs or hypotheses while neglecting evidence that is opposite to one’s own beliefs or hypotheses (Nickerson, 1998). Dutch student teachers (n = 141) took a confirmation bias pre-test and were then randomly assigned to three conditions; teaching on video (TOV), preparing to teach (PTT) and re-study (CC). All participants received text-based instruction on confirmation bias and how it can be mitigated. They also practised with confirmation bias tasks and they received feedback on their answers. Subsequently, participants in the TOV and PTT conditions prepared a lesson about the instructional content and in the TOV condition they taught this lesson on video. After the learning phase, TOV and PTT participants completed a social presence questionnaire. All participants completed an arousal questionnaire and a confirmation bias post-test and a transfer test. The results showed that confirmation bias was reduced to a similar extent in all conditions. Results also showed that the quality of the prepared lesson was highest for TOV participants suggesting they had gained better understanding of the confirmation bias than PTT participants. Furthermore, in contrast to our expectations, PTT participants reported highest social presence scores. TOV participants experienced higher arousal levels compared to CC participants. Transfer scores did not differ between conditions. We discuss theoretical explanations of the findings from the present study.

本实验的目的是检验不同教学策略对师生确认偏差的影响。确认偏差是指选择性地寻找和使用符合自己信念或假设的证据，而忽略与自己的信念或假设相反的证据（Nickerson，1998）。荷兰学生教师 ( n = 141) 进行了确认偏差预测试，然后被随机分配到三个条件；视频教学 (TOV)、准备教学 (PTT) 和再学习 (CC)。所有参与者都收到了关于确认偏差以及如何减轻这种偏差的基于文本的说明。他们还练习了确认偏差任务，并收到了有关他们答案的反馈。随后，TOV 和 PTT 条件下的参与者准备了有关教学内容的课程，在 TOV 条件下，他们通过视频教授了这一课。在学习阶段之后，TOV 和 PTT 参与者完成了一份社交存在问卷。所有参与者都完成了唤醒问卷和确认偏差后测试和转移测试。结果表明，确认偏倚在所有条件下都降低到相似的程度。结果还表明，TOV 参与者准备好的课程质量最高，这表明他们比 PTT 参与者对确认偏差有了更好的理解。此外，与我们的预期相反，PTT 参与者报告了最高的社交存在分数。与 CC 参与者相比，TOV 参与者经历了更高的唤醒水平。不同条件下的转移分数没有差异。我们讨论了对本研究结果的理论解释。不同条件下的转移分数没有差异。我们讨论了对本研究结果的理论解释。不同条件下的转移分数没有差异。我们讨论了对本研究结果的理论解释。