Refuting student teachers' misconceptions about multimedia learning

被引：5

作者：

Prinz, Anja ^{[1
]}

Kollmer, Julia ^{[2
]}

Flick, Lisa ^{[3
]}

Renkl, Alexander ^{[2
]}

Eitel, Alexander ^{[4
]}

机构：

[1] Univ Educ Karlsruhe, Dept Psychol, Karlsruhe, Germany

[2] Univ Freiburg, Dept Psychol, Freiburg, Germany

[3] Univ Educ Freiburg, Freiburg, Germany

[4] Univ Giessen, Dept Educ Psychol, Giessen, Germany

来源：

INSTRUCTIONAL SCIENCE | 2022年 / 50卷 / 01期

关键词：

Conceptual change; Knowledge transfer; Misconceptions; Multimedia learning; Refutation texts; REFUTATION TEXTS; CONTINUED INFLUENCE; COGNITIVE-PROCESSES; PRIOR KNOWLEDGE; SCIENCE; BRAIN; COMPREHENSION; EDUCATION; MISINFORMATION; NEUROSCIENCE;

D O I：

10.1007/s11251-021-09568-z

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：89 / 110

页数：22

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