Misconceptions decreased over time in all three instructional methods, with no difference between methods¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Misconceptions significantly decreased from before studying to the comprehension test (η² = .28, a large effect). → Anja Prinz-Weiß & Elisa Röhm 2025 q3 i? The interaction between instructional method and time of assessment was not significant, indicating similar reduction across methods. → Anja Prinz-Weiß & Elisa Röhm 2025 (2)

Evidence¶

Anja Prinz-Weiß & Elisa Röhm 2025¶

Anja Prinz-Weiß & Elisa Röhm. (2025). To what extent can think sheets with or without reflection prompts support self-regulated learning from text? Metacognition and Learning. https://doi.org/10.1007/s11409-025-09419-z

q3 · i3 · causal · r2

A mixed ANOVA with instructional method as between-subjects variable and time of misconceptions assessment as within-subject variable showed a significant main effect of time with "η2 = .28 (large effect)".

"The ANOV A showed that there was a significant main effect of time of misconceptions assessment, F(1, 89) = 34.79, p <.001, η2 = .28 (large effect)."

Anja Prinz-Weiß & Elisa Röhm 2025 (2)¶

Anja Prinz-Weiß & Elisa Röhm. (2025). To what extent can think sheets with or without reflection prompts support self-regulated learning from text? Metacognition and Learning. https://doi.org/10.1007/s11409-025-09419-z

q3 · i? · causal · r2

The same mixed ANOVA showed "no significant interaction effect between instructional method and time of misconceptions assessment", which the authors read as misconceptions decreasing similarly with all three methods; the main effect of method itself failed to reach significance (p = .062).

"Finally, there was no significant interaction effect between instructional method and time of misconceptions assessment, F(2, 89) = 0.59, p = .559, η2 = .01 (small effect)."

Discussion¶

Related Claims¶

• Misconceptions impair comprehension of a standard text, and both a refutation text and a think sheet compensate for this detrimental effect
• Prospective teachers hold more misconceptions about teaching and learning than current faculty both before and after training, and misconceptions decreased only among current faculty
• PAIR-C scaffolding shows mixed evidence for deep understanding and reduced misconceptions in emergent-phenomena instruction
• All three instructional methods reduced misconceptions, and comprehension and transfer effects were stable at delayed testing one week later — possibly the same claim (merge candidate)