Cognitive conflict induced by refutational texts and conflicting perspectives may promote epistemic belief change in student teachers¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Longitudinal and short-term interventions suggest cognitive conflict may promote epistemic belief change for student teachers, with refutational texts serving as a mechanism to induce that conflict. → Jo Lunn Brownlee 2017

Evidence¶

Jo Lunn Brownlee 2017¶

Jo Lunn Brownlee, Leila E. Ferguson & Mary Ryan (2017). Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity. Educational Psychologist, 52(4), 242–252. https://doi.org/10.1080/00461520.2017.1333430

q2 · i? · review · r2

Narrative review of intervention studies: the article reports, citing Lunn Brownlee et al. (2016) and studies such as Gill, Ashton, and Algina (2004) and Kienhues et al. (2008), that "refutational texts... serve as a mechanism to induce cognitive conflict" and that such interventions include factual information because conceptual change also integrates new knowledge. No effect sizes are printed.

"These interventions involve the use of what is known as refutational texts, which serve as a mechanism to induce cognitive conflict by making the reader question previously held conceptions and become dissatisfied with them."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — related
• Conflict-based instruction improves science conceptual learning, though staged contradictions helped only learners who reported being confused, and no study isolates disequilibrium as the mechanism — related
• Conflict with a machine-learning decision support system's output induces deeper reflection than confirmation — related
• Inaccurate prior beliefs undermine readers' ability to question online misinformation — related
• Misconceptions were addressed in nine reviewed articles, all in science, via augmented activation, refutation texts, or analogical reasoning, though one study found activating inaccurate information may not be detrimental — related