Myths about Learning

Bruyckere, Pedro De; Kirschner, Paul A.; Hulshof, Casper

doi:10.1016/b978-0-12-801537-7.00003-2

Cited by 39 publications

(36 citation statements)

References 82 publications

(5 reference statements)

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“…It remains to be seen whether illusory causation in this context translates to real-world implications for teachers’ decisions to adopt new educational practice. With this in mind, it is noteworthy just how influential some educational practices have been despite their poor evidence base and apparent lack of any causal effectiveness in the classroom (Bruyckere et al, 2015 ; Kirschner et al, 2006 ).…”

Section: Discussionmentioning

confidence: 99%

“…Like urban myths, many of these beliefs have persisted for a long time, often decades after a scientific consensus around their inaccuracy was reached (Kirschner, 2017 ). Inaccurate instructional beliefs are often adopted to the exclusion of more evidence-based practices, which has a significant negative effect on academic outcomes (Bruyckere, Kirschner, & Hulshof, 2015 ). While, such practices are often spread culturally, being passed from teacher to teacher, they are also often reinforced by inaccurate media stories, social media, and a lack of scientific education (Pasquinelli, 2012 ).…”

Section: Significance Statementmentioning

confidence: 99%

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Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs

et al. 2020

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Teachers sometimes believe in the efficacy of instructional practices that have little empirical support. These beliefs have proven difficult to efface despite strong challenges to their evidentiary basis. Teachers typically develop causal beliefs about the efficacy of instructional practices by inferring their effect on students' academic performance. Here, we evaluate whether causal inferences about instructional practices are susceptible to an outcome density effect using a contingency learning task. In a series of six experiments, participants were ostensibly presented with students' assessment outcomes, some of whom had supposedly received teaching via a novel technique and some of whom supposedly received ordinary instruction. The distributions of the assessment outcomes was manipulated to either have frequent positive outcomes (high outcome density condition) or infrequent positive outcomes (low outcome density condition). For both continuous and categorical assessment outcomes, participants in the high outcome density condition rated the novel instructional technique as effective, despite the fact that it either had no effect or had a negative effect on outcomes, while the participants in the low outcome density condition did not. These results suggest that when base rates of performance are high, participants may be particularly susceptible to drawing inaccurate inferences about the efficacy of instructional practices.

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Section: Discussionmentioning

confidence: 99%

Section: Significance Statementmentioning

confidence: 99%

Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs

et al. 2020

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“…The students' interaction was supportive, and arguments were well-structured. Furthermore, roles kept the discussion on task and there was no confusion about the responsibilities (Bruyckere et al, 2015;May and Elder, 2018;Pedro et al, 2018).…”

Section: Case 1: Social Networking Systems For Supporting Equal Partimentioning

confidence: 99%

“…For instance, technology can affect the selfdisclosure and identity management of individuals (Yee and Bailenson, 2007) as well as provide an arena for bullying (Santiago and Siklander, in review), thus running the risk of inhibiting productive social interactions or providing less than optimal support for them. In terms of group interactions and technologically enhanced collaborations in particular, challenges may relate to a cognitive load too excessive to efficiently handle content and task related activities simultaneously with social and technological factors (Bruyckere et al, 2015;May and Elder, 2018;Pedro et al, 2018) or the lack of available important social cues for social information processing, particularly in text-based communications (Kreijns et al, 2003;Walther, 2011;Terry and Cain, 2016). This discussion of technology's challenges is particularly relevant in bigger online learning communities and social networking systems, but also in small group collaboration (Bodemer and Dehler, 2011;Davis, 2016), such as in the context of games for learning, digital fabrication, and "maker" education.…”

Section: Introductionmentioning

confidence: 99%

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

et al. 2019

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Technological innovations, such as social networking systems, games for learning, and digital fabrication, are extending learning and interaction opportunities of people in educational and professional contexts. These technological transformations have the ability to deepen, enrich, and adaptively guide learning and interaction, but they also hold potential risks for neglecting people's affective learning processes-that is, learners' emotional experiences and expressions in learning. We argue that technologies and their usage in particular should be designed with the goal of enhancing learning and interaction that acknowledges both fundamental aspects of learning: cognitive and affective. In our empirical research, we have explored the possibility of using various types of emerging digital tools as individual and group support for cognitively effortful and affectively meaningful learning. We present four case studies of experiments dealing with social networking systems, programming with computer games, and "makers culture" and digital fabrication as examples of digital education. All these experiments investigate novel ways of technological integration in learning by focusing on their affective potential. In the first study, a social networking system was used in a higher education context for providing a forum for online learning. The second study demonstrates a Minecraft experiment as game-based learning in primary school education. Finally, the third and the fourth case study showcases examples of "maker" contexts and digital fabrication in early education and in secondary school. It is concluded that digital systems and tools can provide multiple opportunities for affective learning in different contexts within different age groups. As a pedagogical implication, scaffolding in both cognitive and affective learning processes is necessary in order to make the learning experience with emerging digital tools meaningful and engaging.

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“…De Bruyckere et al, 2015) though the research tends to show that participants are not particularly better informed and better "myth-detectors" in some areas rather than others.It should be pointed that when authors list myths of various kinds such as in the book series Great Myths in Psychology commissioned by Wiley they do not…”

mentioning

confidence: 93%

Myths and Misconceptions about the Psychology of Adolescence and Intimate Relationships

Furnham¹,

Grover²

2019

PSYCH

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This study examined the prevalence of psychological myths in two areas of psychology: Adolescence and Relationships. All 517 participants completed two questionnaires in which they rated to what extent they thought various statements/facts about Adolescence and about Intimate Relationships were True or False. A large number of these myths were rated as True (Definitely or Partly). There were few significant demographic correlates of the total correct score (determined by rating the myth as False). Implications are discussed. Psychology fewer misconceptions about psychology.

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Myths about Learning

Cited by 39 publications

References 82 publications

Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs

Causal illusions in the classroom: how the distribution of student outcomes can promote false instructional beliefs

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

Myths and Misconceptions about the Psychology of Adolescence and Intimate Relationships

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