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¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Nine reviewed articles addressed misconceptions, all within science, using augmented activation, refutation texts, or analogical reasoning. → Courtney Hattan 2023

Evidence¶

Courtney Hattan 2023¶

Courtney Hattan, Patricia A. Alexander, and Sarah M. Lupo. (2023). Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation. Review of Educational Research. https://scholar.google.com/scholar?q=Leveraging+What+Students+Know+to+Make+Sense+of+Texts+Prior+Knowledge+Activation

q2 · i? · review · r3

The review's coding found misconception-addressing work concentrated in science, where misconceptions are particularly prevalent. The review defines augmented activation as telling students the text may differ from what they know, refutation texts as stating and refuting common misconceptions, and analogical reasoning as using analogies to address misconceptions.

"Nine articles addressed the issue of students' misconceptions, all within the domain of science"

Discussion¶

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — a broader claim this one bears on
• Misconceptions impair comprehension of a standard text, and both a refutation text and a think sheet compensate for this detrimental effect — related
• Readers with misconceptions engage in more conceptual change strategies than readers without misconceptions, but only when reading a refutation text — related
• Students recognize more belief-consistent science facts than belief-inconsistent facts, an effect appearing on recognition but not recall tests — related
• Misconceptions did not impair transfer in the strong control condition, but learners with more misconceptions in the think-sheet group transferred better — related
• Learners with more misconceptions made more overconfident comprehension predictions after a standard text with a misconception list, an association not seen with refutation texts or think sheets — related
• Anger does not mediate the effect of concessive refutation statements on conceptual change or transfer — related
• Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance — related
• Inaccurate prior beliefs undermine readers' ability to question online misinformation — related
• Prior knowledge can hinder credibility evaluation through selective attention and overconfidence — related
• Cognitive conflict induced by refutational texts and conflicting perspectives may promote epistemic belief change in student teachers — related