Scientific misconceptions are ubiquitous, and in our era of near-instant information exchange, this can be problematic for both public health and the public understanding of scientific topics. Refutation text is one instructional tool for addressing misconceptions and is simple to implement at little cost. We conducted a random-effects meta-analysis to examine the effectiveness of the refutation text structure on learning. Analysis of 44 independent comparisons (n = 3,869) showed that refutation text is associated with a positive, moderate effect (g = 0.41, p < .001) compared to other learning conditions. This effect was consistent and robust across a wide variety of contexts. Our results support the implementation of refutation text to help facilitate scientific understanding in many fields.

科学误解无处不在，在我们这个近乎即时的信息交换时代，这对于公共卫生和公众对科学主题的理解都可能存在问题。反驳文本是解决误解的一种教学工具，并且易于实施且成本低。我们进行了随机效应荟萃分析，以检验反驳文本结构对学习的有效性。对 44 项独立比较 ( n  = 3,869) 的分析表明，反驳文本与积极的中等效果相关 ( g  = 0.41, p < .001) 与其他学习条件相比。这种效果在各种情况下都是一致且稳健的。我们的结果支持反驳文本的实施，以帮助促进许多领域的科学理解。