Ignorance, misconceptions and critical thinking

Dellantonio, Sara; Pastore, Luigi

doi:10.1007/s11229-019-02529-7

Cited by 15 publications

(8 citation statements)

References 71 publications

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“…When a student has a valuable working memory, they will be able to determine the right information according to the receipt of the processed information, and vice versa. This research also corroborates previous research that cited misconception in psychology as a failure to think critically (Bensley & Lilienfeld, 2017) and supports the conclusion that critical thinking is needed to deal with misconception (Dellantonio & Pastore, 2020). Critical thinking is crucial because it enables one to evaluate psychological claims better in everyday life.…”

Section: Resultssupporting

confidence: 88%

The Role of Critical Thinking and Executive Function in Misconceptions in Psychology

2021

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Misconception in psychology is a belief that is broadly contradicting to scientific evidence and is particularlycommon in the field of psychology. It is important to study misconceptions in psychology considering thecontribution of the effort to provide education or to demonstrate rejection of fallacies of popular ideas/themes.Misconceptions in psychology relates to critical thinking as well as the executive function (EF) that controls andregulates cognitive processes. This research aims to determine the role of critical thinking and EF (cognitiveflexibility, working memory, and inhibitory control) with misconceptions in psychology. This study used non-experimental methods, using test (paper and pencil) and PEBL/ Psychology Experiment Building Language(computerized). The sampling technique used was convenience sampling. The subjects in this study were 153psychology students, consisting of 105 students from Universitas Gadjah Mada (UGM) and 48 students fromUniversitas Negeri Yogyakarta (UNY). Instruments that were used for data collection were the misconception inpsychology test, critical thinking test, Wisconsin/Berg Card Sorting Test (WCST/BCST), Backward Digit Span,and Stroop Test. There is no correlation between cognitive flexibility and misconceptions in psychology, socognitive flexibility is not included in the calculation of hierarchical regression analysis. Based on the results ofhierarchical regression analysis, it can be concluded that the role of inhibitory control on psychologicalmisconceptions is 11.4%, ΔR2 = .114; b* = .33; t(149) = 4.52, p < .001; the role of working memory is 3%, ΔR2 =.030; b* = -.16; t(149) = -2.19, p = .03; and the role of critical thinking is 2.6%, ΔR2 = .026; b* = -.19; t(149) = -2.53, p = .01.

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Section: Resultssupporting

confidence: 88%

The Role of Critical Thinking and Executive Function in Misconceptions in Psychology

2021

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“…In another way, the lack of true belief is ignorance (Peels, 2017). Similarly, ignorance is believing false information or disbelieving true information (Dellantonio and Pastore, 2020). Though both SV and NV contradict at some points (e.g., when a person believes a true position without knowing it, it is ignorance in SV and not ignorance in NV), they show interdependence as well.…”

Section: Misinformation and Ignorancementioning

confidence: 99%

Social media and COVID-19 misinformation: how ignorant Facebook users are?

Al-Zaman¹

2021

Heliyon

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The COVID-19 pandemic has claimed a lot of lives around the world, not only with the virus but also with misinformation. Many researchers have investigated COVID-19 misinformation, but none of them was related to social media users' diverse responses to different types of COVID-19 misinformation, which could be a timely exploration. To bridge this gap in scholarly literature, the present study based on 11,716 comments from 876 Facebook posts on five COVID-19 misinformation seeks to answer two relevant research questions: (a) How ignorant social media users are about misinformation? (b) How do they react to different types of misinformation? Following a quantitative content analysis method, this study produces a few novel findings. The results show that most of the users trust misinformation (60.88%), and fewer can deny (16.15%) or doubt (13.30%) the claims based on proper reasons. The acceptance of religious misinformation (94.72%) surpassed other types of misinformation. Most of the users react happily (34.50%) to misinformation: the users who accept misinformation are mostly happy (55.02%) because it may satisfy their expectations, and the users who distrust misinformation are mostly angry (44.05%) presuming it may cause harm to people. The chi-square and phi coefficient values show strong positive and significant associations between the themes, levels of ignorance, and reactions to misinformation. Some strengths, limitations, and ethical concerns of this study have also been discussed.

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“…The term "misconception" refers to a hypothesis that is incompatible with scientific orthodoxy and fails to properly describe observed scientific phenomena. (Dellantonio & Pastore, 2020). Therefore, the accuracy of the concepts contained in a learning resource or learning media is very important to note.…”

Section: Validation Of E-postersmentioning

confidence: 99%

Developing Instagram-Based E-Poster for Learning the Concept of Alkaline Group of Periodic Table

Nazar

Rahmayani

Aida

et al. 2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aimed at developing e-poster as learning media, analyzing how students respond to the e-posters uploaded to Instagram. This R&D research utilized an ADDIE model of development consisting of five stages: analysis, design, development, implementation, and evaluation. The research took place during even semester at the Department of Chemical Education, Faculty of Education and Teacher Training, Universitas Syiah Kuala. A total of twenty-four students (4 male and 20 female) who enrolled in the course of "elements and compounds of primary groups" voluntarily took part in the research subjects. We collect the data using the following instruments: A validity assessment form, a questionnaire for students, and an active Instagram account necessary for uploading the contents and monitoring students' activity on the platform. The results show that the validity score of e-posters was 97.5%, and 89 % of students responded positively to the media, and the vast majority of students would prefer to learn using e-posters in the future. The findings indicated that e-posters could contribute as alternative learning media to help students understand the concept of alkali group elements

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Ignorance, misconceptions and critical thinking

Cited by 15 publications

References 71 publications

The Role of Critical Thinking and Executive Function in Misconceptions in Psychology

The Role of Critical Thinking and Executive Function in Misconceptions in Psychology

Social media and COVID-19 misinformation: how ignorant Facebook users are?

Developing Instagram-Based E-Poster for Learning the Concept of Alkaline Group of Periodic Table

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