Refutation texts enhance spontaneous transfer of knowledge

Beker, Katinka; Kim, Jasmine; Boekel, Martin Van; Broek, Paul van den; Kendeou, Panayiota

doi:10.1016/j.cedpsych.2018.11.004

Cited by 26 publications

(13 citation statements)

References 52 publications

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“…Their results showed that reading a refutation text was more effective not only to improve the student teachers' comprehension but also to support them in applying their acquired statistical knowledge to understand an educational research report. This finding suggests that refutation texts have the potential to promote student teachers in transferring their enhanced knowledge (for transfer effects of refutation texts, see also Beker et al, 2019;Kendeou et al, 2016;Trevors et al, 2017;Weingartner & Masnick, 2019).…”

Section: Refutation Texts As a Methods To Address Misconceptionsmentioning

confidence: 95%

Refuting student teachers’ misconceptions about multimedia learning

et al. 2021

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Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.

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Section: Refutation Texts As a Methods To Address Misconceptionsmentioning

confidence: 95%

Refuting student teachers’ misconceptions about multimedia learning

et al. 2021

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“…Compensatory effects of reading the refutation text were also found when the learners had to transfer their knowledge about covariance to understand and judge their understanding of an educational research report. More precisely, reading the refutation text also prevented the detrimental impact of misconceptions on the learners' knowledge transfer and prediction accuracy of transfer (for transfer effects of refutation texts, see also Beker et al 2019;Kendeou et al 2016;Trevors et al 2017;Weingartner and Masnick 2019).…”

Section: Refutation Texts As a Methods To Counteract Detrimental Effects Of Misconceptionsmentioning

confidence: 99%

Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets

2021

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Previous research has shown that misconceptions impair not only learners’ text comprehension and knowledge transfer but also the accuracy with which they predict their comprehension and transfer. In the present experiment with N = 92 university students, we investigated to what extent reading a refutation text or completing a think sheet compared with a control condition counteracts these adverse effects of misconceptions. The results revealed that both reading a refutation text and completing a think sheet supported learners with misconceptions in acquiring and accurately predicting their comprehension. Completing a think sheet additionally supported the learners in transferring their newly acquired knowledge, even though they were underconfident in their ability to do so. Moreover, learners who completed a think sheet were generally more accurate in discriminating between correctly and incorrectly answered test questions. Finally, delayed testing showed that the learning effects were quite stable, independent of the instructional method. This study reinforces the effectiveness of refutation texts and think sheets and provides important practical implications and avenues for future research.

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“…We may hypothesize that the large effect in Grades 3/4 may be related to younger students' tendency to report what was read in text rather than what they actually did. While many studies have confirmed the effectiveness of refutation texts to enhance conceptual change in science education (Diakidoy et al, 2003;Braasch et al, 2013;Muis et al, 2018;Beker et al, 2019), our study referred to the effectiveness of a refutation text in the area of LS.…”

Section: Predictors Of Reporting Corls Use In Word Memorization Taskmentioning

confidence: 96%

“…This ultimately guides the reader toward proper scientific understanding (see van den Broek and Kendeou, 2017). The effects of refutation texts have been explored in different areas like science, mathematics, and psychology (e.g., Braasch et al, 2013;Beker et al, 2019;van Hoof et al, 2021). A full understanding of COr strategies may require conceptual change, thus refutation texts may be valuable to teachers and students alike.…”

Section: Text Comprehension and The Role Of Prior Knowledge And Beliefs In This Processmentioning

confidence: 99%

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

et al. 2021

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Good knowledge and skills in using different learning strategies is important for learning with understanding and even more critical during distance learning. Findings indicate that students tend to use and value ineffective learning strategies, thus there is need to educate students. This study aimed to analyze the possibility of using refutation text on learning strategies that students can study independently. The study examined how reported use of learning strategies and preexisting beliefs about the effectiveness of rehearsal and comprehension-oriented strategies relate to the comprehension of text about learning strategies, and how text comprehension is related to later use of strategies and the completion of learning tasks. Participants included 2,706 students from primary school (Grades 3 and 4) and 3,782 students from the end of middle school (Grade 9) across Estonia. Students’ learning strategies and learning outcomes were assessed via a web-based word list memorization task with follow-up questions. Students were asked to read a written text that was specifically developed to explain the advantages of abstract grouping. Text comprehension was assessed using multiple-choice questions. SEM models were used to answer the research questions. At both school levels, valuing comprehension-oriented learning strategies enhanced text comprehension, suggesting that prior beliefs are important to fully understand written text. In addition, student beliefs and text comprehension also increased use of more advanced strategies. However, students who used comprehension-oriented strategies showed ambiguous improvements in word memorization performance. These findings emphasize that reading about complex topics may be a starting point for learning, but should be followed up with additional discussions, examples, demonstrations, and practice.

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Refutation texts enhance spontaneous transfer of knowledge

Cited by 26 publications

References 52 publications

Refuting student teachers’ misconceptions about multimedia learning

Refuting student teachers’ misconceptions about multimedia learning

Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

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